2022
DOI: 10.1017/s0305000922000538
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The relations of SES and literacy-related oral and written language skills after one year of reading instruction – evidence from novice readers of Arabic

Abstract: The relations between socioeconomic status (SES) and language skills at the onset of reading acquisition has not received much attention in research. In this study, a standardized battery of oral and written language tests was administered to 127 Arabic-speaking children at the end of first grade. SES-related differences were found in a line of oral language measures (vocabulary, syntax, morphology, and listening comprehension), but not in phonological awareness (PA) and rapid automatized naming (RAN), nor in … Show more

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“…The findings shed light on the differential effect of cognition and environment on literacy development among typical readers and those with dyslexia. While SES-related differences in linguistic, cognitive, and reading performance were found among typical readers in the current and previous studies (Asadi, Kasperski, & Bar-Kochva, 2022b;Hassunah-Arafat et al, 2017;Saiegh-Haddad et al, 2020), these differences were generally not observed among dyslexic readers from different SES levels. This may suggest that the effect of SES may be secondary to the cognitive impairment that characterizes dyslexic readers and that in most cases students with dyslexia from low SES backgrounds do not experience a cumulative environment and dyslexia effect.…”
Section: Discussioncontrasting
confidence: 81%
“…The findings shed light on the differential effect of cognition and environment on literacy development among typical readers and those with dyslexia. While SES-related differences in linguistic, cognitive, and reading performance were found among typical readers in the current and previous studies (Asadi, Kasperski, & Bar-Kochva, 2022b;Hassunah-Arafat et al, 2017;Saiegh-Haddad et al, 2020), these differences were generally not observed among dyslexic readers from different SES levels. This may suggest that the effect of SES may be secondary to the cognitive impairment that characterizes dyslexic readers and that in most cases students with dyslexia from low SES backgrounds do not experience a cumulative environment and dyslexia effect.…”
Section: Discussioncontrasting
confidence: 81%