When Developmental Language Disorder Meets Diglossia: A Cross-Sectional Investigation of Listening Comprehension among Native Arabic-Speaking Preschoolers

Autor/inn/en	Asadi, Ibrahim A.; Khateb, Asaid; Mansour-Adwan, Jasmeen; Khoury-Metanis, Afnan
Titel	When Developmental Language Disorder Meets Diglossia: A Cross-Sectional Investigation of Listening Comprehension among Native Arabic-Speaking Preschoolers
Quelle	In: Journal of Psycholinguistic Research, 51 (2022) 5, S.1083-1099 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Asadi, Ibrahim A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-6905
DOI	10.1007/s10936-022-09885-5
Schlagwörter	Arabic; Preschool Children; Bilingualism; Language Impairments; Developmental Disabilities; Native Speakers; Control Groups; Listening Comprehension; Written Language; Speech Communication + Suchen Sie Ihr Suchwort? Arabisch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Bilingualismus; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Entwicklungsstörung; Muttersprachler; Hörverständnis; Geschriebene Sprache
Abstract	Diglossia in the Arabic language refers to the existence of two varieties of the same language: the Spoken Arabic (SA) and the Literary Arabic (LA). This study examined the development of listening comprehension (LC) among diglossic Arabic K1-K3. For this purpose, a large sample of typically developing (TD; N = 210) and developmental language disorder children (DLD; N = 118) were examined using SA and LA texts. The analysis of variance conducted on their performance in LC revealed significant effects of K-level, group (TD vs. DLD) and text affiliation (SA vs. LA): higher scores in TD and in SA. A significant interaction between text affiliation and K-level was observed among the TD but not the DLD group. This interaction indicated that the gap in LC between the SA and LA varieties decreased with age only among TD children. The theoretical and pedagogical implications of these results are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01