Phonological task comparability in Arabic and relation to reading: a longitudinal assessment in kindergarten and first g
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Phonological task comparability in Arabic and relation to reading: a longitudinal assessment in kindergarten and first grade Jasmeen Mansour‑Adwan1,2 · Ibrahim A. Asadi1,3 · Asaid Khateb1,2
© Springer Nature B.V. 2020
Abstract The universal role of phonological processing skills for reading acquisition has been established in many different languages including Arabic. However, in Arabic little knowledge exists about the development of wide-range of phonological tasks and about the correlations between them. We longitudinally studied the developmental trends and correlations between different phonological tasks in kindergarten and first grade and tested their relation to reading accuracy and fluency. Thirty-two children individually completed the same ten phonological processing tasks in kindergarten and first grade. In first grade, reading measures and letter naming were also assessed. Developmental effects of phonological skills showed significant improvement of performance between the two phases in the majority of tasks. Task comparability has raised interesting issues related to the developmental hierarchy of phonological awareness tasks. Moreover, phonological awareness tasks were more inter-correlated in first grade compared to kindergarten, and their correlations to reading were also more established when phonological measures were collected in first grade. The developmental hierarchy of phonological tasks seems to depend on the linguistic and cognitive complexity (unit position, maintenance of the coherent unit and word length) of the items, beyond the size of the phonological unit which was manipulated. The observations reported here have practical implications for planning graded phonological instruction and intervention strategies. Keywords Arabic · Phonological awareness · Phonological comparability · Rapid automatized naming · Reading * Asaid Khateb [email protected] 1
The Unit for the Study of Arabic Language, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel
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Department of Learning Disabilities, University of Haifa, Haifa, Israel
3
Department of Learning Disabilities and Special Education, The Academic Arab College for Education, Haifa, Israel
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Introduction Phonological processing abilities refer to the use of sounds in processing oral and written language (Wagner & Torgesen, 1987; Wagner et al., 1997). These abilities are thought to include different and distinct constructs including phonological awareness (PA) and phonological naming (Bowers & Wolf, 1993; Wagner, Torgesen, & Rashotte, 1994). Previous literacy research indicates that a large variety of tasks had been used in the literature to assess children’s phonological abilities and their contribution to reading acquisition. In Arabic, which is the official language of reading and writing of about 400 million people in Arab countries, little knowledge exists about the way these constructs are practically assessed a
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