The contribution of basic linguistic skills to handwriting among fifth-grade Arabic-speaking children

Khoury-Metanis, Afnan; Asadi, Ibrahim A.; Khateb, Asaïd

doi:10.1080/17586801.2018.1540375

Cited by 6 publications

(4 citation statements)

References 83 publications

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“…55 Moreover, handwriting legibility is influenced by children's copying strategy (whole words or letter-by-letter). 34 Subsequently, children could be trained to compose fluently connected handwriting, and spacing of letters and words.…”

Section: Discussionmentioning

confidence: 99%

“…14 The handwriting difficulties appear to be more severe, as Arabic letters are defined by their unique form and intricate multiple-stroke sequences and directions. 34 Therefore, words vary in terms of their levels of graphic complexity, demanding that high levels of fine graphomotor skills and motor control abilities are required to make the pen stroke trajectory. 35 As a result of rapid growth of technology, handwriting evaluation has progressed from paper and pencil tasks to computerized assessments, which provide a more scientific and standardized handwriting evaluation.…”

Section: Introductionmentioning

confidence: 99%

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Development, validity and reliability of the systematic screening for handwriting difficulties tool 

Farhat,

Ammar,

Kammoun

et al. 2024

F1000Res

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Background The purpose of this study was to develop an Arabic handwriting screening test and establish its psychometric properties. Methods Handwriting quality was evaluated using seven criteria from the Systematic Screening for Handwriting Difficulties Arabic (SOS-ARB) and writing speed were measured by counting the number of letters produced in 5 minutes. Construct validity was evaluated using hypothesis testing (learning disabilities, sex and age differences). Convergent validity was examined using data from 106 children with dysgraphia who were also administered the French version of the “Concise Assessment Methods of Children’s Handwriting” (BHK). Intrarater, interrater, and test-retest reliability were established for total and item scores. Results Handwriting test data were collected from 1274 children (6–10 years) in regular education, of whom 194 were diagnosed with Learning Disabilities (LD). The SOS-ARB scores differed between children with and without LD (F (1, 1273) = 330.90, p <.001, η2 = 0.209), males and females, and different age groups. In addition, significant differences in writing speed were shown between children with and without LD (F (1, 1273) = 60.26, p <0.001, η2 = 0.046), between females and males (F (1, 1273) = 7.57, p =0.01, η2 = 0.006), and between the different age groups (F (4, 1270) = 21.762, p <0.001, η2 = 0.065). A correlation coefficient of 0.72 for the quality score between the SOS-ARB and BHK confirmed convergent validity. Intrarater and interrater reliability were excellent in terms of quality scores (ICC coefficients = 0.988 and 0.972, respectively) and letter speed (ICC coefficients = 0.993 and 0.990, respectively). The quality score and letter speed had excellent and good test-retest reliability (ICC co-efficient = 0.968 and 0.784, respectively). Conclusions Results indicate that the SOS-ARB is a valid and reliable tool for scoring Arabic handwriting abilities in elementary school children.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Development, validity and reliability of the systematic screening for handwriting difficulties tool 

Farhat,

Ammar,

Kammoun

et al. 2024

F1000Res

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“…The present article reports the results of a digital-game-based learning intervention with the Antura and the Letters game, which was chosen by EduAppSyria to respond to two major challenges caused by the military conflict in Syria: to contribute to promote psychosocial well-being in refugee children and to provide them with the opportunity to learn fundamental literacy skills in their mother language. Throughout several interactive minigames and a specific user-centered design, the Antura and Letters game provides staged procedural learning of fundaments of literacy competencies which were recommended for beginners reading acquisition of Arabic (Abu-Rabia, 1997;Abu-Rabia & Abu-Rahmoun, 2012;Khoury-Metanis et al, 2018;Makhoul, 2017;Tibi et al, 2013). The study involved sustained multidisciplinary international collaboration and intervention during summer class activities in two villages in the Azraq camp in Jordan.…”

Section: Discussionmentioning

confidence: 99%

“…competencies which have proved to be effective in beginning readers of Arabic(Abu-Rabia, 1997, 2000Abu-Rabia & Abu-Rahmoun, 2012;Khoury-Metanis, Asadi, & Khateb, 2018;Makhoul, 2017;Tibi et al, 2013): (a) to develop knowledge of the alphabet and to recognize individual letter shapes and letter shapes in words; (b) to draw individual letters; (c) to develop phonologic knowledge and letter-sound associations; (d) to learn diacritic marks and their corresponding sounds; (e) to learn vocabulary (around 250 words in several categories (e.g., family, colours, food); (f) to enhance fluency in naming individual letters, individual letters in words, and entire words); (g) to improve basic GAME TO PROMOTE LITERACY AND WELL-BEING 10 10…”

mentioning

confidence: 99%

A Game to Promote Literacy and Psychosocial Well-being among Syrian Refugee Children

Iakimova¹,

Koval-Saifi²,

Wittmann³

et al. 2022

Preprint

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Antura and the Letters was chosen by EduAppSyria as innovative digital game solution to promote literacy and psychosocial well-being in refugee children. This article reports the international assessment of its effectiveness in the Azraq Camp in Jordan. The study used a longitudinal, quasi-experimental method and compared literacy, emotional and psychosocial well-being of children from summer classes of two distinct villages: one class included the game as one of the class activities, the other class followed the curriculum as usual. Both quantitative and qualitative measures recorded from children, parents, and teachers, conveyed evidence that the game improved literacy (alphabetic knowledge, phonological awareness, fluent reading) and emotional well-being (reduced emotional and behavioral disturbances and increased positive peer relationships, better social interactions, and better sense of well-being). Digital game-based learning may enhance traditional teaching methods and promote emotional and psychosocial well-being in refugee children from Syria.

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Predictors of word writing in Spanish and Arabic among 6- and 7-year-old children

González-Valenzuela,

López-Montiel,

Chebaani

et al. 2024

Eur J Psychol Educ

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This study analyses the impact of certain cognitive processes on the writing of words in languages with different orthographic consistency (Spanish and Arabic) in the first and second years of Primary Education. One hundred twenty-eight schoolchildren from Ecuador and 109 from Algiers participated in this study. All the participants were aged between 6 and 7 years old, came from the middle classes, and had no special educational needs. We evaluated all the participants for word writing, knowledge of letters, phonological awareness, rapid automatised naming (alphanumeric and non-alphanumeric), and phonological memory. We performed descriptive-exploratory analyses and bivariate and multivariate regressions for the writing of words in each language. The results show that most of the cognitive variables considered do not contribute equally to the explanation of word writing in both languages at 6 and 7 years of age. However, in each language, at these ages, similar variables contribute to the explanation of word writing. These results have important implications for educational practice, as well as the explanatory theory of writing acquisition.

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The contribution of basic linguistic skills to handwriting among fifth-grade Arabic-speaking children

Cited by 6 publications

References 83 publications

Development, validity and reliability of the systematic screening for handwriting difficulties tool

Development, validity and reliability of the systematic screening for handwriting difficulties tool

A Game to Promote Literacy and Psychosocial Well-being among Syrian Refugee Children

Predictors of word writing in Spanish and Arabic among 6- and 7-year-old children

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