Introduction to the special issue on literacy in Arabic

Mahfoudhi, Abdessatar; Everatt, John; Elbeheri, Gad

doi:10.1007/s11145-011-9306-y

Cited by 71 publications

(26 citation statements)

References 17 publications

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“…In addition, there is a diacritical mark (sukūn) used as an indication of short vowels omission and another one called 'šadda' used as an indication of the lengthening of consonants (doubling the consonant in one letter). Sixth-grade students, as is the case of the current study, are expected to read without visible short vowels depending on context, but younger learners and beginners are introduced to reading through vowelized scripts that help them to read words accurately (Abu-Rabia, 1997Abu-Rabia & Taha, 2006;Hussien, in press;Mahfoudhi, Everatt, & Elbeheri, 2011;Taibah & Haynes, 2011). The point here is that Arabic is a homographic orthography if introduced unvowelized (Abu-Rabia, 1997;Abu-Rabia & Siegel, 1995.…”

Section: The Orthography Of Arabicmentioning

confidence: 87%

“…Some orthographies are more consistent and have predictable letter-sound relations (e.g., Finnish, Norwegian, German) and hence reading skills can be acquired and improved faster than in less consistent orthographies (e.g., English, Danish, French) (Goswami et al, 2005;Lervag & Hulme, 2010;Seymour, Aro, & Erskine, 2003;Taibah & Haynes, 2011). In contrast to English, Arabic is a consistent orthography either in grapheme-phoneme correspondences or in phoneme-grapheme correspondences (Abu-Hajaj, 2006;Abu-Rabia, 1997Mahfoudhi et al, 2011;Taibah & Haynes, 2011). Nevertheless, Arabic moves from transparency or being shallow to opacity or being deep.…”

Section: The Orthography Of Arabicmentioning

confidence: 99%

“…Nevertheless, Arabic moves from transparency or being shallow to opacity or being deep. It is a shallow orthography when vowelized script is used and it is a deep orthography when text is introduced unvowelized (Abu-Rabia, 2000;Abu-Rabia & Siegel, 2003;Abu-Rabia & Taha, 2006;Mahfoudhi et al, 2011;Mohamed, Elbert, & Landerl, 2011). Additionally, Arabic is an alphabetic orthography with diglossia, mismatch between the colloquial spoken Arabic and literary Arabic, the language of school instruction and most printed media (Abu-Rabia, 2000;Maamouri, 1998;Tahan, Cline, & Messaoud-Galusi, 2011;Versteegh, 2001).…”

Section: The Orthography Of Arabicmentioning

confidence: 99%

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The Indicating Factors of Oral Reading Fluency of Monolingual and Bilingual Children in Egypt

Hussien¹

2014

IES

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This study examined oral reading fluency (ORF) of bilingual and monolingual students. The author selected a sample of 510 (258 males and 252 females) native Arabic-speaking sixth-graders (62 bilinguals and 448 monolinguals) in Egypt. The purposes were; (a) to examine oral reading rate, oral reading accuracy, prosody, and oral reading comprehension as indicating factors in ORF, and b) to investigate the impact of bilingual education on students' ORF in Arabic. Participants individually completed the author-developed Oral Reading Fluency Measure. Results indicated a very good fit between the proposed model and the observed data i.e., oral reading rate, oral reading accuracy, prosody, and oral reading comprehension are significant indicators of ORF. Interestingly, results revealed that the bilingual students performed better than their monolingual counterparts on oral reading rate, oral reading accuracy, and prosody but not on oral reading comprehension. The discussion concludes that (a) in addition to oral reading rate, oral reading accuracy, and prosody, oral reading comprehension is a significant indicating factor of ORF, (b) learning a second language, English, has a positive effect on ORF in the first language, Arabic, and (c) the nature of Arabic orthography is an indispensible factor when examining ORF in science of reading.

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Section: The Orthography Of Arabicmentioning

confidence: 87%

Section: The Orthography Of Arabicmentioning

confidence: 99%

Section: The Orthography Of Arabicmentioning

confidence: 99%

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The Indicating Factors of Oral Reading Fluency of Monolingual and Bilingual Children in Egypt

Hussien¹

2014

IES

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“…It is considered the fifth language globally, based on the number of speakers who are estimated at over two Billion. Despite the importance of the Arabic language, it has not been given sufficient attention from researchers particularly in the area of Arabic literacy development [9].…”

Section: The Special Characteristics Of Arabic Languagementioning

confidence: 99%

Early Literacy Model in a Saudi Arabian Preschool: Implementation in a Different Cultural Context

AL-Othman¹,

Gregory²,

Jessel³

et al. 2015

IJCDSE

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“…Šadda (indicating gemination) and tanwin in Arabic script adds to its complexity. While vowelized Arabic is considered shallow orthography, unvowlized Arabic is opaque, and it is intended for skilled readers (Mahfoudhi, Everatt, & Elbeheri, 2011).…”

Section: Introductionmentioning

confidence: 99%

Could an Interactive-Balanced Environment for Reading Acquisition Overcome the Triad Risk Factors: Low Socioeconomic Status, Low Literacy Skills and Language Properties?

Makhoul¹,

Ibrahim²

2014

PSYCH

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A large number of the scientific efforts that have investigated the issue of Arabic language acquisition have mainly focused on the implication of its Diglossic nature and orthographic complexity in reading acquisition. However, the interplay of the two factors and low-socio economic background was not addressed sufficiently. The current study follows the progress in literacy skills among atlinguistic risk Arabic native speaking kindergarten children throughout 2nd grade, and assesses its impact on reading and writing acquisition in a Diglossic context. Twenty-five at literacy risk children and 181 heterogeneous children (resembling the heterogeneity of Socioeconomic Status (SES) and literacy background in regular classes) took part in the study. The effects of an interactive-balanced reading and writing learning program were evaluated. Children were assessed both at the end of kindergarten and at the beginning of 2nd grade in the following domains: discourse, listening comprehension, phonology, morphology, syntax and vocabulary. In the post-test, reading measures were included. The results of the study indicate that the learning program succeeded in bridging the gaps in literacy skills between the at-risk children and their heterogeneous peers. However, lower performance was observed in reading measures among the former.

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Introduction to the special issue on literacy in Arabic

Cited by 71 publications

References 17 publications

The Indicating Factors of Oral Reading Fluency of Monolingual and Bilingual Children in Egypt

The Indicating Factors of Oral Reading Fluency of Monolingual and Bilingual Children in Egypt

Early Literacy Model in a Saudi Arabian Preschool: Implementation in a Different Cultural Context

Could an Interactive-Balanced Environment for Reading Acquisition Overcome the Triad Risk Factors: Low Socioeconomic Status, Low Literacy Skills and Language Properties?

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