The Impact of Diglossia on Voweled and Unvoweled Word Reading in Arabic: A Developmental Study From Childhood to Adolescence

Saiegh–Haddad, Elinor; Schiff, Rachel

doi:10.1080/10888438.2016.1180526

Cited by 94 publications

(69 citation statements)

References 56 publications

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“…The present data support previous reports of the link between diglossia, linguistic skills, and reading ability (Saiegh-Haddad and Schiff, 2016). The findings assert that children who grow up in diglossic context enter school with weaker phonological and morphological skills for the written language (StA) than for the language they use in everyday speech (SpA), and this has cascading consequences on the development of reading skills in general, and reading fluency.…”

Section: Discussionsupporting

confidence: 92%

“…This linguistic distance between SpA and StA was also found to affect children’s phonological processing skills, such as phonological awareness (PA), phonological processing, naming (Saiegh-Haddad, 2003, 2004, 2007; Saiegh-Haddad et al, 2011; Asaad and Eviatar, 2013; Saiegh-Haddad and Ghawi-Dakwar, 2017), children’s lexical and morpho-syntactic skills, such as negation and inflection (Khamis-Dakwar and Froud, 2007; Khamis-Dakwar et al, 2012), and ultimately their reading skills (Saiegh-Haddad, 2005; Saiegh-Haddad and Schiff, 2016; Schiff and Saiegh-Haddad, 2017). These findings indicate difficulty among native-speaking children in constructing accurate and stable phonological representations for linguistic structures that are not within their spoken vernacular, which impacts processing at all linguistic levels.…”

Section: Introductionmentioning

confidence: 98%

“…More recent research, however, paints a different picture and shows that diacritic vowelization may result only in more accurate reading in the early grades and in reading disabled children (Schiff and Saiegh-Haddad, 2017). Moreover, diacritical vowelization has been found to reduce reading fluency across all grades from childhood to adolescence (Saiegh-Haddad and Schiff, 2016). It is noteworthy that early research on the role of diacritical vowelization did not distinguish between phonemic and morpho-syntactic diacritics, and this might explain some of the mixed patterns of results observed.…”

Section: Introductionmentioning

confidence: 99%

“…It also allows an investigation of the relative role of metalinguistic factors, such as phonological and morphological awareness in reading in the two varieties and in the two orthographies. This is an important question because “vowelization determines the phonological transparency of the orthography that readers deal with, and this might interact with the effect of linguistic distance on reading in different age groups” (Saiegh-Haddad and Schiff, 2016, p. 4). Moreover, voweled Arabic is phonologically transparent but voweled Arabic is morphologically transparent.…”

Section: Introductionmentioning

confidence: 99%

“…To date, only one study has investigated the effect of diglossia on the development of reading skills in voweled and unvoweled SpA and StA among typically developing readers (Saiegh-Haddad and Schiff, 2016) and another tested this question in reading disabled children (Schiff and Saiegh-Haddad, 2017). The results of these studies underscore the role of diglossia and diacritical vowelization in understanding reading development in Arabic.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

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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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

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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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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Evaluation of the multiple‐deficit hypothesis among dyslexicArabic‐speaking children

Abu Rabia,

Darawshe

2024

Dyslexia

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This study examined the multiple‐deficit hypothesis among Arabic‐speaking elementary school students. A total of 90 students, divided into three main groups based on their performance on an Arabic word‐reading task: dyslexic (n = 30), regular age‐matched (n = 30), and 3rd‐grade regular students, who were matched to the dyslexic group in regard to their reading proficiency level (n = 30). Participants underwent a nine‐domain Arabic reading experiment that measured accuracy and fluency to evaluate general reading proficiency. The performance of Arabic dyslexic students was significantly worse than age‐matched controls, but similar to young matched controls based on the reading level of each cognitive task. Moreover, dyslexic students showed deficits in three or more cognitive functions, depending on severity. This study adds to the limited empirical research on the double‐deficit hypothesis and its extension to the multiple‐domain model among young Arabic students.

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The Impact of Diglossia on Voweled and Unvoweled Word Reading in Arabic: A Developmental Study From Childhood to Adolescence

Cited by 94 publications

References 56 publications

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

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

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

Evaluation of the multiple‐deficit hypothesis among dyslexicArabic‐speaking children

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