Morphological awareness: Construct and predictive validity in Arabic

Tibi, Sana; Kirby, John R.

doi:10.1017/s0142716417000029

Cited by 49 publications

(60 citation statements)

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“…The results also showed an incremental growth in morphological awareness in both groups as grade-level increased. These results support a strong relationship between morphological awareness and language and literacy development in Arabic (Saiegh-Haddad & Geva, 2008;Tibi & Kirby, 2017).…”

Section: Development Of Morphological Awareness Phonological Awarenesupporting

confidence: 76%

“…This research has shown this factor to be a reliable predictor of differences between orthographies in reading and spelling development (e.g. Language-specific 2014;Saiegh-Haddad, 2013;Taha & Saiegh-Haddad, 2016;Tibi & Kirby, 2017). Yet, while the developmental trajectories of reading and spelling were shown to be different, the predictors were found to be rather similar with phonemic awareness, the strongest predictor (Caravolas, 2004;Caravolas, Hulme, & Snowling, 2001;Caravolas, Lervåg, Defior, Málková, & Hulme, 2013;Landerl et al, 2012;Ziegler et al, 2010).…”

Section: Introductionmentioning

confidence: 93%

“…Yet, while the developmental trajectories of reading and spelling were shown to be different, the predictors were found to be rather similar with phonemic awareness, the strongest predictor (Caravolas, 2004;Caravolas, Hulme, & Snowling, 2001;Caravolas, Lervåg, Defior, Málková, & Hulme, 2013;Landerl et al, 2012;Ziegler et al, 2010). Language-specific 2014;Saiegh-Haddad, 2013;Taha & Saiegh-Haddad, 2016;Tibi & Kirby, 2017). Research has also shown that reading disability in Arabic is associated with morphological awareness deficits, besides phonological deficits (Abu-Rabia, Share, & Mansour, 2003).…”

Section: Introductionmentioning

confidence: 99%

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The Role of Morphological and Phonological Awareness in the Early Development of Word Spelling and Reading in Typically Developing and Disabled Arabic Readers

Saiegh–Haddad

Taha

2017

Dyslexia

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The study is a cross-sectional developmental investigation of morphological and phonological awareness in word spelling and reading in Arabic in reading-accuracy disabled (RD) children and in age-matched typically developing (TR) controls in grades 1-4 (N = 160). Morphological awareness tasks targeted the root and word pattern derivational system of Arabic, in both the oral and the written modalities. Phonological awareness employed a variety of orally administered segmentation and deletion tasks. The results demonstrated early deficits in morphological awareness, besides deficits in phonological awareness, in RD children as compared with typically developing controls, as well as in word and pseudoword spelling and reading (voweled and unvoweled). While phonological awareness emerged as the strongest predictor of reading, morphological awareness was also found to predict unique variance in reading, and even more so in spelling, beyond phonological awareness and cognitive skills. The results demonstrate the early emergence of morphological awareness deficits, alongside phonological deficits in Arabic RD, as well as the role of morphological processing in early reading and spelling. These findings reflect the centrality of derivational morphology in the structure of the spoken and the written Arabic word. Copyright © 2017 John Wiley & Sons, Ltd.

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Section: Development Of Morphological Awareness Phonological Awarenesupporting

confidence: 76%

Section: Introductionmentioning

confidence: 93%

Section: Introductionmentioning

confidence: 99%

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The Role of Morphological and Phonological Awareness in the Early Development of Word Spelling and Reading in Typically Developing and Disabled Arabic Readers

Saiegh–Haddad

Taha

2017

Dyslexia

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“…Given the morphological richness of Arabic (Saiegh-Haddad and Henkin-Roitfarb, 2014) and the proliferation of morphology in the linguistic and orthographic representation of the word and, in turn, in word reading and spelling in Arabic (Abu-Rabia et al, 2003; Abu-Rabia, 2007; Saiegh-Haddad, 2013, 2017; Taha and Saiegh-Haddad, 2016, 2017; Saiegh-Haddad and Taha, 2017; Tibi and Kirby, 2017), the study of morphological processing in Arabic is highly warranted. Moreover, because there are differences between SpA and StA in inflectional morphology, with some StA inflectional categories not encoded in SpA, such as dual and plural feminine verbal forms, and in derivational morphology, with some StA word-patterns not used in SpA (Saiegh-Haddad and Henkin-Roitfarb, 2014), it is critical to study the role of morphological awareness in reading Arabic, as well as the relevance of SpA morphology in particular to reading in StA (Roman et al, 2009; Wolter et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

Development and Relationships Between Phonological Awareness, Morphological Awareness and Word Reading in Spoken and Standard Arabic

Schiff

Saiegh–Haddad

2018

Front. Psychol.

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This study addressed the development of and the relationship between foundational metalinguistic skills and word reading skills in Arabic. It compared Arabic-speaking children’s phonological awareness (PA), morphological awareness, and voweled and unvoweled word reading skills in spoken and standard language varieties separately in children across five grade levels from childhood to adolescence. Second, it investigated whether skills developed in the spoken variety of Arabic predict reading in the standard variety. Results indicate that although individual differences between students in PA are eliminated toward the end of elementary school in both spoken and standard language varieties, gaps in morphological awareness and in reading skills persisted through junior and high school years. The results also show that the gap in reading accuracy and fluency between Spoken Arabic (SpA) and Standard Arabic (StA) was evident in both voweled and unvoweled words. Finally, regression analyses showed that morphological awareness in SpA contributed to reading fluency in StA, i.e., children’s early morphological awareness in SpA explained variance in children’s gains in reading fluency in StA. These findings have important theoretical and practical contributions for Arabic reading theory in general and they extend the previous work regarding the cross-linguistic relevance of foundational metalinguistic skills in the first acquired language to reading in a second language, as in societal bilingualism contexts, or a second language variety, as in diglossic contexts.

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“…La conscience morphologique est encore peu étudiée dans une perspective de variables latentes ou de validité de construit (construct validity) (Deacon, Parrila et Kirby, 2008). Bien que certaines études se soient penchées sur les dimensions sous-jacentes à la conscience morphologique en anglais (Muse, 2005;Spencer et al, 2015; et en arabe (Tibi et Kirby 2017), notre étude est à notre connaissance la première à le faire avec un échantillon de francophones. Ainsi, il est légitime de se demander ce que mesurent les différentes tâches de conscience morphologique en français.…”

Section: Synthèse Et Objectifs De Rechercheunclassified

Regard sur les dimensions sous-jacentes dans les épreuves de conscience morphologique

Bourdages

Foucambert

2018

SHS Web Conf.

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Malgré l’importance de la conscience morphologique pour le, développement d’habiletés de haut niveau indispensables au succès, scolaire (Apel, Diehm et Apel, 2013; Kieffer et al. 2016; Tighe et, Schatschneider; 2016), il y a une réelle confusion dans la littérature sur le, plan de la mesure de ce construit, en ce sens que les tâches utilisées pour le, circonscrire font intervenir des habiletés d’ordre cognitif et linguistique, extr êmement variées (Deacon, Parrila et Kirby, 2008). En nous basant sur, les épreuves traditionnellement utilisées pour mesurer la conscience, morphologique, nous avons construit six tâches qui mobilisent à la fois des, unités (morphèmes flexionnel ou dérivationnel), des opérations,(suppression ou ajout) et des types de contrôle (implicites ou explicites),divers (Apel, 2014). Nos données ont été récoltées auprès d’enfants, québécois et français de 8 à 10 ans. Les résultats, issus d’analyses, factorielles confirmatoires (AFC), mettent en relief l’importance du type, d’opérations cognitives effectuées comme facteur permettant de, discriminer les épreuves entre elles.

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Morphological awareness: Construct and predictive validity in Arabic

Cited by 49 publications

References 64 publications

The Role of Morphological and Phonological Awareness in the Early Development of Word Spelling and Reading in Typically Developing and Disabled Arabic Readers

The Role of Morphological and Phonological Awareness in the Early Development of Word Spelling and Reading in Typically Developing and Disabled Arabic Readers

Development and Relationships Between Phonological Awareness, Morphological Awareness and Word Reading in Spoken and Standard Arabic

Regard sur les dimensions sous-jacentes dans les épreuves de conscience morphologique

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