How Simple Is Reading in Arabic? A Cross-Sectional Investigation of Reading Comprehension from First to Sixth Grade

Autor/inn/en	Asadi, Ibrahim A.; Khateb, Asaid; Shany, Michal
Titel	How Simple Is Reading in Arabic? A Cross-Sectional Investigation of Reading Comprehension from First to Sixth Grade
Quelle	In: Journal of Research in Reading, 40 (2017), (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12093
Schlagwörter	Semitic Languages; Reading Comprehension; Elementary School Students; Orthographic Symbols; Morphology (Languages); Decoding (Reading); Listening Comprehension; Path Analysis; Models; Reading Processes; Psycholinguistics + Suchen Sie Ihr Suchwort? Arabisch; Hebräisch; Leseverstehen; Morphology; Morphologie; Dekodierung; Hörverständnis; Pfadanalyse; Analogiemodell; Leseprozess; Psycholinguistik
Abstract	This study aimed to examine, from a cross-sectional perspective, the extent to which the simple view of reading (SVR) model can be adapted to the Arabic language. This was carried out by verifying, in both beginning and more skilled readers, whether the unique orthographical and morphological characteristics of Arabic contribute to reading comprehension beyond decoding and listening comprehension abilities. Reading comprehension was evaluated in a large sample of first to sixth-grade Arabic-speaking children. The participants' decoding and listening comprehension abilities were investigated together with their orthographic and morphological knowledge. Path analysis indicated that reading comprehension was moderately explained by the SVR (56-38%). Orthographic and morphological knowledge explained an additional 10-22% of the variance beyond that explained by the basic SVR components. These findings demonstrate that certain linguistic aspects of Arabic impact reading processes differently when compared with other languages. The psycholinguistic implications of these findings are discussed in the light of previous findings in the literature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01