Predicting Reading Comprehension in Arabic-Speaking Middle Schoolers Using Linguistic Measures

Autor/in	Asadi, Ibrahim A.
Titel	Predicting Reading Comprehension in Arabic-Speaking Middle Schoolers Using Linguistic Measures
Quelle	In: Reading Psychology, 41 (2020) 2, S.87-109 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2020.1726846
Schlagwörter	Reading Comprehension; Middle School Students; Prediction; Semitic Languages; Grade 7; Grade 9; Phonological Awareness; Morphology (Languages); Syntax; Vocabulary; Foreign Countries; Language Skills; Expressive Language; Receptive Language; Israel + Suchen Sie Ihr Suchwort? Leseverstehen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Vorhersage; Arabisch; Hebräisch; School year 07; 7. Schuljahr; Schuljahr 07; School year 09; 9. Schuljahr; Schuljahr 09; Morphology; Morphologie; Wortschatz; Ausland; Language skill; Sprachkompetenz; Rezeptive Kommunikationsfähigkeit
Abstract	This study aimed at examining the contribution of various linguistic components to reading comprehension (RC) in the seventh and ninth grades and to compare this contribution between two groups: children with typical development and those with reading disorders (RD). This was done by testing the relative contribution of phonological awareness, morphological knowledge, vocabulary, and syntactic knowledge to RC in both groups. The regression analysis indicated that the linguistic components explain between 60 and 56% of the variance in RC in the seventh and ninth grades among the typical group and between 74 and 79% in the same grades among those with RD. While phonological awareness and morphological knowledge contribute to RC only among the RD group, the contributions of vocabulary and syntactic knowledge were found to be significant in both groups. The results are discussed in light of previous findings in the literature with theoretical and pedagogical implications. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01