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

Tibi, Sana; Tock, Jamie L.; Kirby, John R.

doi:10.1017/s0142716418000589

Cited by 18 publications

(17 citation statements)

References 70 publications

(130 reference statements)

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“…These findings thus reinforce the conclusion that there is a link, possibly causal, between MA and reading acquisition in Arabic. They concur with previous evidence of a contribution of MA to word reading ( Abu-Rabia, 2007 ; Saiegh-Haddad and Geva, 2008 ; Boukadida et al, 2009 ; Abu-Ahmad et al, 2014 ; Tibi et al, 2018 ; Tibi and Kirby, 2019 ), pseudoword reading ( Tibi and Kirby, 2017 , 2019 ; Tibi et al, 2018 ) and reading comprehension ( Abu-Rabia, 2007 ; Asadi et al, 2017c ; Layes et al, 2017 ; Tibi et al, 2018 ; Tibi and Kirby, 2019 ). Taken together those findings underscore the role of morphological structure as an important component of Arabic reading development as proposed by Saiegh-Haddad (2018) in her model of Arabic reading acquisition.…”

Section: Discussionsupporting

confidence: 92%

Early Sensitivity to Morphology in Beginning Readers of Arabic

Akiki

2020

Front. Psychol.

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The current study investigated the influence of morphological structure on the earliest stages of Arabic reading acquisition. More specifically, we aimed at examining the role of root and pattern units in beginners from Grade 1 to 3. A first set of reading tasks evaluated the presence of a morphology facilitation effect in word and pseudoword reading by manipulating independently the frequency of roots and patterns. Additional tasks aimed at examining the contribution of morphological awareness to reading performance. The results suggest that reading ability is early influenced by the awareness of morphological composition. Children read faster and more accurately pseudowords composed of frequent morphemes. Furthermore, regression analyses revealed, for every reading measure, a significant contribution of one morphological test in addition to grapheme knowledge. Results are discussed taking into account the differences obtained depending on lexicality and morpheme type (root or pattern).

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Section: Discussionsupporting

confidence: 92%

Early Sensitivity to Morphology in Beginning Readers of Arabic

Akiki

2020

Front. Psychol.

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“…The impact of these patterns of reorganization in the maturing brain on language learning was construed by Karmiloff-Smith (1992) as reflecting a process whereby knowledge becomes more integrated, denser, and more readily accessible in adolescence (Tibi, Tock, & Kirby, 2019). Along similar lines, Ramscar and Glitcho (2007) show that language acquisition changes its character from unsupervised learning in early childhood to the more agentive, self-monitored, supervised learning typical of older childhood and adolescence.…”

Section: Later Language Developmentmentioning

confidence: 99%

The language of school writing: a developmental comparison of genres across the school years

Haim¹,

Ravid²

2022

SSTP

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Writing is the highway to learning, processing, organizing, storing and retrieving information during the school years. Gaining command of the structures and functions of texts of different genres is one of the main goals of linguistic literacy in education. The texts that school-goers construct provide optimal hunting grounds for unveiling their linguistic abilities during the genre-specific construction of different text types. The current study examines the linguistic constructions typical of expository texts, characterized by argumentation or persuasion regarding social / conceptual issues, versus informative texts, describing factual (or less controversial) phenomena. This examination constitutes a window on Hebrew-speaking students’ developing writing abilities in elementary, middle and high school, compared with adults. Participants were 547 students and educated adults with post-high school education. Each participant wrote an informative text and an expository text, yielding a total of 1,094 texts. Three types of variables were examined: lexical, morpho-syntactic and syntactic. We found that complex lexicon and syntax in discourse increased in prevalence across the school years, with specific structures being genre-typical as befits the stance and character of the two genres under investigation. We also found that it was only in adulthood that all of these components were employed in optimal fashion, at the culmination of the period of Later Language Development. Our results imply that informative and expository texts are indeed distinct in their characteristics, and that it takes many years of internal linguistic and cognitive development, on the one hand, and schooling instruction and experience, on the other hand, to achieve qualitative academic writing in non-experts.

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“…e contributions were still signi cant even aer accounting for grade, gender, and phonological awareness. Another study by Tibi and Kirby (2019) found that morphological awareness, as measured by various morphological awareness tasks, was able to account for unique variations in grade three students' text reading uency and maze reading comprehension measures. Similarly, a longitudinal investigation by Vaknin-Nusbaum and Saiegh-Haddad (2020) found that aer controlling for word reading, morphological awareness at the start of the second grade in Arabic-speaking students predicted success in reading comprehension at the end of the school year.…”

Section: Students With Reading Difficultiesmentioning

confidence: 99%

“…Six studies out of eight (Table 1: 2, 8, 10-13), reported positive correlations between measures of phonological awareness and reading comprehension in typical readers, with the exception of Tibi and Kirby (2019) (Table 1: 9) who explored 3rd grade children, and Asadi (2020) (Table 1: 15) who examined children in 7th and 9th grade. One possible explanation for the lack of observed contribution of phonological awareness reported by Tibi and Kirby (2019) may be due to differences in the hierarchy of predicting variables in the regression analysis (Lankau and Scandura, 2002). e study found that morphological awareness, rather than phonological awareness, was the most important predictive variable for reading comprehension.…”

Section: Typical Readers: Phonological Awarenessmentioning

confidence: 99%

Arabic metalinguistic knowledge predicts reading comprehension: A scoping review

et al. 2022

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Arabic is a language with unique characteristics, yet the role metalinguistic skills (i. e., phonological awareness, morphological awareness, and orthographical knowledge) play in the development of reading and reading comprehension in Arabic is not well understood. This review aims to: (1) synthesize studies that examine metalinguistic skills' contribution to reading comprehension in Arabic, (2) emphasize gaps and limitations within the current body of literature, and (3) offer recommendations for further research. This review followed a five-stage methodological framework to identify studies. Sixteen studies examined the relation between metalinguistic skills and reading comprehension in Arabic. These studies involved students in grades 1–12. Morphological awareness was found to be the strongest predictor of reading comprehension among Arabic children; in addition, phonological awareness and phonemic diacritics were found to be associated with reading comprehension in early grades. Lastly, this review identified a significant gap in the literature, as few studies have investigated orthographical knowledge in relation to Arabic reading development and outcomes. This literature review supports the claim that metalinguistic variables can predict reading comprehension among Arabic readers. Yet, the generalization of findings is cautioned due to the influences of dialect and the small number of studies involved in the review. These results are discussed in relation to the current teaching guidelines for instructing Arabic reading comprehension.

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

Cited by 18 publications

References 70 publications

Early Sensitivity to Morphology in Beginning Readers of Arabic

Early Sensitivity to Morphology in Beginning Readers of Arabic

The language of school writing: a developmental comparison of genres across the school years

Arabic metalinguistic knowledge predicts reading comprehension: A scoping review

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