Effects of rapid automatized naming and phonological awareness deficits on the reading ability of Arabic-speaking elementary students

Gharaibeh, Mahmoud; Sartawi, Abdel Aziz; Dodeen, Hamzeh; Alzyoudi, Mohammed

doi:10.1080/21622965.2019.1585247

Cited by 11 publications

(8 citation statements)

References 53 publications

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“…A review of existing explanatory models shows differences among various languages. Linguistic diversity in the field of phonetics and spelling allows us to find similarities in Finnish and Hungarian models (based on the grapheme/phoneme correspondence) and profound differences in languages with spelling systems with a lower degree of consistency, such as French (Ziegler et al, 2010), Arabic (Gharaibeh et al, 2019), Sinhala (Wijaythilake et al, 2018), Bulgarian (Shtereva, 2014), and Chinese (Wang et al, 2015; Yang et al, 2019).…”

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confidence: 99%

Precursors of Reading Performance and Double- and Triple-Deficit Risks in Spanish

et al. 2020

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Early literacy skills serve as the best precursors of reading success and risk indicators of the double deficit and triple deficit hypotheses according to the spelling consistency of languages. Our study analyzes the predictive value of phonological awareness, naming speed, and orthographic skills for early reading in Spanish. Participants included 362 Spanish children aged 4 to 5 years. We used data analysis to examine the relationships between these precursors and fluency through a structural equation model and investigated the risk indicators of poor reading performance according to the double deficit and triple deficit hypotheses using binary logistic analysis. Our research delimits a model for the Spanish language that emphasizes the predictive value of phonological awareness, letter-naming fluency, and knowledge of graphemes in early reading. Letter-naming fluency is the best precursor to early reading experiences, and poor early reading performance in children is explained by deficits in phonological awareness, naming speed, and visual orientation. Our findings confirm the risk indicators of the triple deficit hypothesis in the early learning of reading in Spanish.

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confidence: 99%

Precursors of Reading Performance and Double- and Triple-Deficit Risks in Spanish

et al. 2020

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“…Also, reading accuracy as dependent variable was not taken into account in this study. Therefore, it was not possible to determine whether the contributions of NS and PA as measured in this study were truly independent (Gharaibeh et al, 2019). Tibi and Kirby (2019) investigated the cognitive and linguistic processes that underlie reading in Arabic-speaking children from Grade 3, who were administered measures of vocabulary, PA, NS, OP, morphological awareness, nonverbal ability, and five reading outcomes including word-and text-level skills (i.e., word and pseudoword accuracy, word-and text-reading fluency and comprehension).…”

Section: Tdh In Dyslexiamentioning

confidence: 92%

“…Similar patterns of findings were also reported in Arabic-based studies. For example, Gharaibeh et al (2019) investigated the effects of PA and NS on reading ability, including word and pseudoword identification and comprehension, in Arabic-speaking third-grade students. Students with a NS deficit scored lower than the no-deficit group, as did both the PA deficit and dyslexia groups, suggesting that phonological and NS skills make distinct contributions to reading ability.…”

Section: The Ddh Of Dyslexiamentioning

confidence: 99%

The triple-deficit hypothesis in Arabic: Evidence from children with and without dyslexia

Layes

Cohen

Viersen

2022

Applied Psycholinguistics

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This study investigated the triple-deficit hypothesis in Arabic, a Semitic transparent orthography, among 258 native Arabic children from Grade 3, divided into a typical readers group (n = 204) and a dyslexia group (n = 54). Children were tested on word- and pseudoword-reading accuracy, word-reading fluency, phonological awareness (PA), naming speed (NS), orthographic processing (OP), and nonverbal reasoning ability. The results indicated that all children with dyslexia had either double or triple deficits, and none of them had a single deficit. Children with triple deficits showed lower performance than children with single and no deficits on all the reading measures. They have also lower performance to children with double deficits on word-reading accuracy but comparable scores in word- and pseudoword-reading fluency. In addition, OP was confirmed as an additional independent predictor of word-level reading skills besides PA and NS, while controlling for age and nonverbal intelligence. The classification findings showed that the presence of a triple deficit maximizes the risk of reading failure. These findings support the additive nature of combined deficits in PA, NS, and OP. Moreover, they establish the benefit of including OP as a third deficit, in addition to PA and NS, underlying dyslexia in Arabic.

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“…As summarized by many reviews and meta-analyses ( Denckla and Cutting, 1999 ; Kirby et al, 2010 ; Norton and Wolf, 2012 ), the role of different versions of the RAN in predicting reading outcomes and in discerning between non-impaired and impaired readers emerged both for shallow ( Di Filippo et al, 2005 ; Heikkilä et al, 2009 ; Jones et al, 2009 , 2016 ; Lervåg and Hulme, 2009 ; Moll and Landerl, 2009 ; Torppa et al, 2013 ; Zoccolotti et al, 2013 ; Tobia and Marzocchi, 2014 ; Rodríguez et al, 2015 ) and deep orthographies ( Savage et al, 2007 ; Arnell et al, 2009 ; Georgiou et al, 2011 ; Vander Stappen et al, 2020 ), as well as in non-alphabetic languages ( Yan et al, 2013 ; Pan and Shu, 2014 ; Georgiou and Parrila, 2020 ; Gharaibeh et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Rapid Automatized Naming as a Universal Marker of Developmental Dyslexia in Italian Monolingual and Minority-Language Children

et al. 2022

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Rapid Automatized Naming (RAN) is considered a universal marker of developmental dyslexia (DD) and could also be helpful to identify a reading deficit in minority-language children (MLC), in which it may be hard to disentangle whether the reading difficulties are due to a learning disorder or a lower proficiency in the language of instruction. We tested reading and rapid naming skills in monolingual Good Readers (mGR), monolingual Poor Readers (mPR), and MLC, by using our new version of RAN, the RAN-Shapes, in 127 primary school students (from 3rd to 5th grade). In line with previous research, MLC showed, on average, lower reading performances as compared to mGR. However, the two groups performed similarly to the RAN-Shapes task. On the contrary, the mPR group underperformed both in the reading and the RAN tasks. Our findings suggest that reading difficulties and RAN performance can be dissociated in MLC; consequently, the performance at the RAN-Shapes may contribute to the identification of children at risk of a reading disorder without introducing any linguistic bias, when testing MLC.

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Effects of rapid automatized naming and phonological awareness deficits on the reading ability of Arabic-speaking elementary students

Cited by 11 publications

References 53 publications

Precursors of Reading Performance and Double- and Triple-Deficit Risks in Spanish

Precursors of Reading Performance and Double- and Triple-Deficit Risks in Spanish

The triple-deficit hypothesis in Arabic: Evidence from children with and without dyslexia

Rapid Automatized Naming as a Universal Marker of Developmental Dyslexia in Italian Monolingual and Minority-Language Children

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