Investigating Phonological Awareness and Naming Speed as Predictors of Reading in Arabic

The development of a measure of root awareness to account for reading performance in the Arabic language: A development and validation study

“…sequence. The sequential order of the root’s consonants, as they appear in their derivatives, allows for a well-defined orthographic representation (Ehri, 1992, 2005, 2017; Perfetti, 1992; Rahbari & Sénéchal, 2010; Share, 1999; Taha & Saiegh-Haddad, 2017; Tibi, 2016). As a further illustration, Table 1 shows examples of words derived from three different root structures.…”

“…Studies in several languages that vary in typology and degree of orthographic transparency have indicated that morphological awareness (MA) contributes to reading achievement in Indo-European, Logographic, and Semitic languages (Bar-On & Ravid, 2011; Berninger, Abbott, Nagy, & Carlisle, 2010; Carlisle, 1995, 2000; Kirby & Bowers, 2017; Kirby et al, 2012; Nagy, Berninger, & Abbott, 2006; Ravid & Schiff, 2006; Tibi & Kirby, 2017; Tong, McBride-Chang, Shu, & Wong, 2009; Wu et al, 2009). While the majority of studies to date have explored the effect of MA on reading skill in Indo-European languages, a few studies have provided evidence for the salient and unique role of MA in reading acquisition in Arabic (Abu-Rabia, 2002, 2007, 2012; Abu-Rabia & Shalhoub-Awwad, 2004; Abu-Rabia, Share, & Mansour, 2003; Layes, Lalonde, & Rebai, 2017; Schiff & Saiegh-Haddad, 2018; Tibi, 2016; Tibi & Kirby, 2017) and specifically for the critical role of root knowledge in recognizing Arabic words (Boudelaa & Marslen-Wilson, 2001, 2005, 2011, 2015; Saiegh-Haddad & Taha, 2017; Shalhoub-Awwad & Leikin, 2016; Taha & Saiegh-Haddad, 2017).…”

A human right to literacy education: Implications for serving Syrian refugee children

“…In Arabic orthography, the three long vowels (a:, u:, and i:), 28 consonants, and diacritical short vowels that comprise Arabic phonology, are fully represented in the orthographically shallow, fully vowelized version of text. Alternatively, as readers become more skilled, words within texts are represented without the diacritical short vowels, resulting in a more opaque, unvowelized orthography (Hayes-Harb, 2006;Tibi & Kirby, 2017a). To illustrate, more advanced readers of Arabic would observe the consonantal root /k t b/ and be able to interpret one of several possible meanings, such as /kataba/ 'he wrote', /kutiba/ 'was written', /kutub/ 'books', or /ka:tib/ 'writer' (Tibi & Kirby, 2017a).…”

“…Alternatively, as readers become more skilled, words within texts are represented without the diacritical short vowels, resulting in a more opaque, unvowelized orthography (Hayes-Harb, 2006;Tibi & Kirby, 2017a). To illustrate, more advanced readers of Arabic would observe the consonantal root /k t b/ and be able to interpret one of several possible meanings, such as /kataba/ 'he wrote', /kutiba/ 'was written', /kutub/ 'books', or /ka:tib/ 'writer' (Tibi & Kirby, 2017a). Contrastively, vowels in English are critical to decoding and can vastly differentiate the meaning of a word (e.g.…”

A fonológiai tudatosság technológiai alapú mérése 5-8 éves gyermekek körében

“…Lonigan, Schatschneider, & Westberg (2008) nézetei alapján az olvasási képesség kapcsán kiemelhetők a nyelvi készségekhez kapcsolódó komponensek is. Számos tanulmány bizonyította, hogy nyelvi készségek közül a fonológiai tudatosság meghatározó szerepet tölt be az olvasás elsajátításában (Hsuan, Tsai & Stainthorp, 2018;Ruan, Georgiou, Song, & Shu, 2018;Tibi & Kirby, 2018;. A korai életkorban, óvodáskorban mért fonológiai tudatosság prediktív ereje mind a későbbi olvasási, mind a szövegértési képesség fejlődése kapcsán meghatározó (Lonigan, Burgess, & Anthony, 2000;Phillips, Gormley, & Anderson, 2016;Stanley, Petscher, & Catts, 2018;Ziegler & Goswami, 2005).…”