Toward developing a standardized Arabic continuous text reading chart

Alabdulkader, Balsam; Leat, Susan J.

doi:10.1016/j.optom.2016.03.003

Cited by 6 publications

(9 citation statements)

References 44 publications

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“…5 As expected, our results confirm that reading speed in standard-length words per minute was significantly slower in the children with dyslexia than in the control group. Alabdulkader and Leat 29 measured reading speed in children reading Arabic and reported a reading speed of 64 standard-length words per minute, which was lower than that in the present study. Moreover, in that study, only children in the third grade were enrolled, as opposed to the current study, where children in the control group were in the third, fourth, and fifth grades.…”

Section: Discussioncontrasting

confidence: 92%

“…18,28 The number of characters was noted for each incorrect word, and errors were calculated in standard-length words (a standard-length word in Arabic is five characters). 29 To calculate reading speed for longer texts using the International Reading Speed Texts chart, the same equation was used. The final reading speed was converted to log units.…”

Section: Discussionmentioning

confidence: 99%

“…Considering the errors, reading acuity is represented by the smallest print read by the participant and was calculated as follows 18,28,29 :…”

Section: Discussionmentioning

confidence: 99%

“…The critical print size was defined as the smallest print size that results in a reading speed within 0.1 log reading speed (80%) of the average reading speed of the plateau. The average of the number of errors for each print size was computed to the standard word length in Arabic (five characters) 29 and plotted as a function of print size.…”

Section: Discussionmentioning

confidence: 99%

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Challenges in Reading Arabic among Children with Dyslexia

Alabdulkader¹,

Alshubaili

Alhashmi

2021

Optom Vis Sci

Self Cite

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SIGNIFICANCE:There are limited studies assessing reading performance and children's difficulties with dyslexia especially when reading Arabic, a language that has a substantially different script from English and other Latin-based languages.PURPOSE: This study aimed to (1) measure reading performance in children with dyslexia by acuity level and (2) conduct an indirect comparison between the effects of dyslexia on Arabic versus English readers.METHODS: Twenty children aged 9 to 12 years with dyslexia and 30 controls aged 9 to 11 years were included in the study. Reading performance was evaluated using maximum reading speed, reading acuity, and critical print size (CPS). Two Arabic charts, the Balsam Alabdulkader-Leat chart and the International Reading Speed Texts chart, were used to evaluate reading performance. The number of errors was calculated and plotted against print size.RESULTS: ANOVA revealed a significant difference between the two groups in all reading performance measures (P < .05). Reading speed for children with dyslexia was significantly lower than that for the control group (33 vs. 90 standard-length words per minute). Critical print sizes were 0.25 and 0.10 logMAR for children with dyslexia and the control group, respectively. Reading acuity was worse for children with dyslexia in comparison with the control group. Error number above the CPS was significantly higher in children with dyslexia than in the control group.CONCLUSIONS: Reading speed measures were lower for children with dyslexia compared with controls. Children with dyslexia required larger CPS to read at their maximum speed, indicating that larger print sizes may improve reading with greater speed. The difference in reading performance measures between controls and children with dyslexia is higher when reading Arabic than when reading English. This suggests that the intricate Arabic script and crowding may more strongly affect children with dyslexia reading Arabic.

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Section: Discussioncontrasting

confidence: 92%

Section: Discussionmentioning

confidence: 99%

“…Considering the errors, reading acuity is represented by the smallest print read by the participant and was calculated as follows 18,28,29 :…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Challenges in Reading Arabic among Children with Dyslexia

Alabdulkader¹,

Alshubaili

Alhashmi

2021

Optom Vis Sci

Self Cite

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“…Results of normal visual acuity for the eye chart was calibrated with linear regression analysis (Balsam & Leat, 2017). The initial BAL eye chart adapted Colenbrander chart with similar grade level of difficulty (Balsam & Leat, 2016). The BAL eye chart has been modified similarly to Jaeger eye chart to evaluate the students' Arabic handwriting performance in this study.…”

Section: Arabic Handwriting Performancementioning

confidence: 99%

Illuminance Level And Arabic Handwriting Performance At Lower Working Plane Height

Khamis¹,

Anuar²,

Naziri³

et al. 2019

The European Proceedings of Multidisciplinary Sciences

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Renewable energy such as natural daylight is an important element that influences students' task performance such as reading and writing in schools. Research shows daylight can improve the students' performance in classroom. Acceptable illuminance level recommended by guidelines in the world for learning space is between 300 lux to 500 lux. The illuminance level is measured at the working plane 800mm to 900mm table height, where the window sill height is at the similar height. However, Ulul Albab education traditionally uses a book rest or 'rehal' for Quran 'hafazan' (Quran memorization) that requires Arabic handwriting tasks at working plane height between 250mm to 300mm. Focus of the paper is the students' Arabic handwriting performance at lower working plane height in classroom. The classroom selected in Kolej Permata Insan can seat 24 students based on the ratio of 2.5m2 floor area per student. The students using 'rehal' at working plane height of 300mm required to handwrite the modified Balsam Alabdulkader-Leat (BAL) eye chart to evaluate their performance based on word per minute (wpm). Results shows that students' Arabic handwriting performance in classrooms with average illuminance level of 603 lux and 494 lux measured at 300 mm working plane height were lower compared to the average of 13.7 wpm to 14.5 wpm. Thus, the average illuminance level measured at 'rehal' 300mm working plane height in existing classrooms were not suitable for Arabic handwriting task.

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How many words do we read per minute? A review and meta-analysis of reading rate

Brysbaert

2019

Journal of Memory and Language

276

136

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had a reading rate of 3.9 words per second (234 wpm), the latter a rate of 7.3 words per second (438 wpm). Unfortunately, no information was given about how reading rate had been established. This encouraged Huey (1901) to reassess the issue. He selected 11 pages from an interesting novel, each containing 405 words, which presented no peculiar difficulties to the reader. Twenty university students were asked to read one page at a time while Huey measured the time with a stopwatch. There were 10 conditions. One was normal silent reading ("the way you like to read"). This rate was assessed twice. Another condition was to read silently as fast as possible, while still being able to follow the story line. Two other conditions of interest were reading aloud at a normal pace and at a maximal pace. 1 Huey reported reading rates of 5.35 and 5.91 words per second for silent normal reading (321 and 355 wpm), 8.21 words per second for silent maximal reading (493 wpm), 3.55 words per second for normal reading aloud (213 wpm), and 4.58 words per second for maximal reading aloud (275 wpm). The experiment was included in Huey's hugely influential book The psychology and pedagogy of reading (Huey, 1908), together with the data of Quantz (1898). As such, the very first estimates of normal silent reading were set between 300 and 350 wpm. Tinker An experimental psychologist very active in reading research in the first half of the 20 th century was Tinker. He published a series of over 20 papers addressing various variables that may affect reading speed, such as letter font and various layout options. In most of these studies he used the Chapman-Cook Speed of Reading test. It had two forms, each containing 30 paragraphs of 30 words. Toward the end of the paragraph there was an awkward word spoiling the paragraph. Participants had to tick off the word and finish as many paragraphs as possible in 1.75 minutes. An example of a paragraph was: "Yesterday I went downtown to buy some shoes and rubbers, but when I got home, I found I had forgotten to go to the flower-store to get them." University undergraduates typically finished some 18 paragraphs (540 words) in 1.75 minutes, making a reading speed of 309 wpm. In one of the rare studies taking longer than 1.75 minutes per condition, Tinker (1955) asked his participants to do the task for 30 minutes. They finished on average 317 paragraphs, given a reading rate of 317 wpm (30 words per paragraph and 30 minutes cancelling each other out). Unfortunately, the task was less than optimal, because the * means that the article is part of the meta-analyses

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Toward developing a standardized Arabic continuous text reading chart

Cited by 6 publications

References 44 publications

Challenges in Reading Arabic among Children with Dyslexia

Challenges in Reading Arabic among Children with Dyslexia

Illuminance Level And Arabic Handwriting Performance At Lower Working Plane Height

How many words do we read per minute? A review and meta-analysis of reading rate

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