The Contribution of L1 Phonemic Awareness into L2 Reading: The Case of Arab EFL Readers

Alshaboul, Yousef; Asassfeh, Sahail M.; Alshboul, Sabri; Alodwan, Talal Abd Alhameed

doi:10.5539/ies.v7n3p99

Cited by 8 publications

(4 citation statements)

References 54 publications

(40 reference statements)

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“…Generally, the results of the current study supports the theory that beginning Arabic readers must map orthographic information to corresponding phonological information to identify a word (Elbeheri et al, 2011;Asadi et al, 2017b). Arabic orthography could be defined as phonologically transparent where the grapheme represents the same phoneme or the phoneme represents the same grapheme consistently (Alshaboul et al, 2014).…”

Section: Morphological Processingsupporting

confidence: 83%

What predicts word reading in Arabic?

Hassanein¹,

Johnson²,

Ibrahim³

et al. 2023

Front. Psychol.

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Efficient and accurate word reading ability is critical for later reading success. As such, it is important to understand the component skills that underlie strong word reading ability. Although a growing research base points to the importance of phonological processing, morphological processing and orthographic processing for accurate and fluent word reading in Arabic, there are few studies that examine all three areas at one time to better understand their role in word reading. Additionally, it remains unclear whether the contribution of the various processes might differ across the early years when children are learning to read. 1,098 pupils in grades 1–3 participated in this study and took tests for phonological processing, morphological processing, orthographic processing, and word reading accuracy and fluency. According to the findings of regression analyses, the relative contribution of these underlying processes differed according to the method used to test word reading and the student’s grade level. Regarding accuracy, several subscales of phonological processing and two measures of orthographic processing accounted for significant differences in word reading accuracy for first graders. For second grade students, nonword repetition, elision, and all three measures of orthographic processing accounted for variance. In third grade, elision and memory for digits, word creation and morpheme identification, and letter/sound identification and orthographic fluency were significant predictors of word reading accuracy. In terms of fluency, two subscales of phonological processing, two measures of orthographic processing, and two measures of morphological processing explained significant differences in word reading fluency for first graders. For second grade students, nonword repetition, elision, RAN-digits, isolation, segmenting and all the measures of orthographic processing and word creation explained unique variance in word reading fluency. In third grade, elision, RAN-letters, RAN-digits and phoneme isolation, all measures of orthographic processing and morphological processing, explained variance in word reading fluency. Implications and future directions in research are discussed.

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Section: Morphological Processingsupporting

confidence: 83%

What predicts word reading in Arabic?

Hassanein¹,

Johnson²,

Ibrahim³

et al. 2023

Front. Psychol.

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“…For example, phonological awareness in Arabic was correlated to phonological awareness in English (Farran et al, 2012). Similarly, a study conducted by Alshaboul et al (2014) found evidence of transfer of phonological awareness from Arabic to English in first-grade Jordanian bilingual children aged 6 to 10. These findings confirm that phonological skills are an important factor in the development of basic literacy skills within and across languages, as phonology is primary to reading in most languages (Share, 1995) or is accessed as early as permitted by the writing system (Perfetti et al, 2005).…”

Section: Phonological Awarenessmentioning

confidence: 82%

Word reading in English and Arabic in children who are Syrian refugees

Gottardo

Amin

et al. 2020

Applied Psycholinguistics

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Word reading is a fundamental skill in reading and one of the building blocks of reading comprehension. Theories have posited that for second language (L2) learners, word reading skills are related if the children have sufficient experience in the L2 and are literate in the first language (L1). The L1 and L2 reading, phonological awareness skills, and morphological awareness skills of Syrian refugee children who speak Arabic and English were measured. These children were recent immigrants with limited L2 skills and varying levels of L1 education that was often not commensurate with their ages. Within- and across-language skills were examined in 96 children, ages 6 to 13 years. Results showed that phonological awareness and morphological awareness were strong within-language variables related to reading. Additionally, Arabic phonological awareness and morphological processing were strongly related to English word reading. Commonality analyses for variables within constructs (e.g., phonological awareness, morphological awareness) but across languages (Arabic and English) in relation to English word reading showed that in addition to unique variance contributed by the variables, there was a high degree of overlapping variance.

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“…L'identification des mots écrits et l'épellation en L2 sont alors souvent de même niveau que chez des enfants L1 (Geva, 2009). Une bonne conscience phonologique en L1 se répercuterait également positivement sur la lecture en L2, par transfert inter-linguistique (Alshaboul et al, 2014). Alors que Geva et son équipe étudient des groupes bilingues hétéroclites, le bilinguisme au Liban offre un contexte plus homogène, propice à l'étude de l'apprentissage de l'écrit et à la détection de pathologies en lecture en cas de bilinguisme.…”

Section: Bilinguisme Et Apprentissage De La Lecture Au Libanunclassified

Déséquilibres des traitements visuels global/local chez des enfants dyslexiques bilingues et biscripteurs arabe/français au Liban

2022

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Après des travaux montrant un déficit d’inhibition des détails et un traitement peu spontané de la structure globale chez des enfants dyslexiques de surface (DS) monolingues français, ce déséquilibre des analyses visuo-attentionnelles globale/locale est étudié chez 15 enfants dyslexiques bilingues français-arabe (7 DS, 8 dyslexiques phonologiques (DP)) et des contrôles. Des lettres arabes hiérarchisées complètent les lettres latines et les dessins hiérarchisés du test initial. Les résultats confirment chez les enfants bilingues DS les deux anomalies étudiées, particulièrement avec les dessins et les lettres arabes hiérarchisées. Chez les enfants DS, ce déséquilibre global/local est corrélé au déficit en lecture des mots irréguliers, caractéristique de la DS, et à l’efficacité en lecture de mots réguliers. Chez les enfants DP, l’inhibition des détails, moins déficitaire, est néanmoins corrélée aux difficultés avec les mots irréguliers, révélant un déficit cognitif sous-jacent à prendre en considération pour la dyslexie. Un fait nouveau apparaît : une dominance intense de l’analyse globale chez les enfants DP bilingues, corrélée à leurs difficultés avec tout type de mot. Cette particularité visuo-attentionnelle pourrait entraver l’identification des lettres, entrainant des confusions pour les mots irréguliers et affectant le choix des règles graphème-phonème pour lire et écrire les mots réguliers.

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The Contribution of L1 Phonemic Awareness into L2 Reading: The Case of Arab EFL Readers

Cited by 8 publications

References 54 publications

What predicts word reading in Arabic?

What predicts word reading in Arabic?

Word reading in English and Arabic in children who are Syrian refugees

Déséquilibres des traitements visuels global/local chez des enfants dyslexiques bilingues et biscripteurs arabe/français au Liban

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