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While much is known about Latin orthography little is known about Arabic orthography. This study investigates the effect of vowels on reading accuracy in Arabic orthography. Participants were 64 native Arabic speakers. Four kinds of written Arabic texts were administered: narrative, informative, poetic and Koranic. Three texts of each kind were presented in three reading conditions: correctly vowelized, unvowelized and wrongly vowelized. Results indicated that vowels had a significant effect on reading accuracy of poor and skilled readers in reading each of the four kinds of texts. The results are discussed in light of the concept that more cross-cultural considerations should be made in reading theory today. 相似文献
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This study investigated the effect of Arabic vowels and Arabic context on reading accuracy of poor and skilled native Arabic readers reading narrative stories and newspaper articles. Central to this study is the belief that reading theory today should consider additional variables, especially when explaining the reading process in Arabic orthography among poor and skilled readers. This orthography has not been studied: reading theory today is the sum of conclusions from studies conducted in Latin orthography. The subjects were 109 tenth-grade native Arabic speakers, 39 of them poor readers and 70 skilled readers. Subjects had to read Arabic narrative stories and newspaper articles. There were four reading conditions for each text type: vowelized text, unvowelized text, vowelized word naming, and unvowelized word naming. The results showed that vowels and contexts were important variables to facilitate word recognition in poor and skilled readers in Arabic orthography. A new Arabic reading model for skilled readers is suggested. 相似文献
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《Australian Journal of Learning Difficulties》2013,18(2):181-185
This study facilitates the use of Curriculum-Based Measurement (CBM) to investigate the effect of short vowels on oral reading fluency (ORF) and silent reading comprehension in Arabic orthography. A total sample of 131 fifth-grade students (89 skilled readers and 42 poor readers) participated in the study. Two kinds of CBM probes were administered: CBM ORF and CBM Maze. Nine texts of each kind were presented in three reading conditions: fully vowelized, partially vowelized and unvowelized. Results indicated that CBM ORF and CBM Maze tests distinguished between skilled and poor readers in all vowelization conditions. In addition, vowels were a good facilitator of oral reading fluency and silent reading comprehension for both types of readers. Implications and suggestions for future research are discussed in this study as well. 相似文献
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This study is an investigation into theinterconnections among three languages, Arabic,Hebrew and English, each of which has adifferent orthography. Hebrew and Arabic havemore in common with each other than withEnglish; they are considered ``shallow'orthographies if vowelized and ``deep'orthographies if unvowelized. The reading,language, and working memory skills of 70trilingual Israeli-Arab students, aged 14–15,were assessed. Arabic was their maininstructional language in school, and Hebrewand English were studied as required subjects.All these adolescents studied Hebrew from thethird grade and English from the fourth grade.They were administered word and pseudowordreading, language, orthographic, and workingmemory tests in Arabic, Hebrew, and English. Inspite of differences among these threelanguages, the majority of the children showedadequate proficiency in three languages. Asignificant relationship was found between theacquisition of word and pseudoword readingskills, working memory, and syntactic awarenessskills within and across the three languages.Trilingualism of this nature seems not to havenegative consequences (and may even havepositive consequences) for the development oforal language and reading skills in the threelanguages in spite of their differentorthographies. 相似文献
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This article examined the effect of Modern Standard Arabic orthography on speech production quality (syllable stress and vowels) by 23 Arabic-speaking children with severe or profound hearing loss aged 8-12 years. Children produced 15 one-syllable minimal pairs of words that differed in vowel length (short vs. long) and 20 two-syllable minimal pairs differing in stress pattern. Each word was produced in three tasks: reading partially or fully vowelized words and imitation of aural stimuli. Results showed that fully vowelized words ensured vowel production: high-quality productions appeared on 99%, 74%, and 59% of productions on reading fully vowelized words, partially vowelized words, and on imitation, respectively. Moreover, correct vowel production affected correct consonant production. Correct production of stress was best on reading fully vowelized words, appearing on 54%, 21%, and 33% of productions for fully vowelized words, partially vowelized words, or imitation, respectively. Findings suggest the need to present fully vowelized written texts when teaching speech production to children with hearing loss. Such presentations enable more accurate productions that result in more intelligible speech. 相似文献
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This study examined the ability to infer the meaning of novel made-up words that appeared in 16 short narrative texts, presented in two modalities—reading and listening. Hebrew-speaking 4th grade students (N = 54) were asked to infer the meanings of the made-up words in both modality conditions. In this cross-group design, students were randomly assigned to one of two order conditions: reading first or listening first. Regardless of condition, participants were better able to infer the meaning of the made-up words in the listening condition than in the reading condition. Individual differences in word reading, vocabulary, and reading comprehension mediated novel word learning but working memory did not. Results are discussed in relation to the challenges faced by 4th grade Hebrew readers in the transition from reading a fully pointed (vowelized) shallow orthography to an unpointed, deep orthography. The ability of 4th grade readers to infer novel words appears to be enhanced when listening to animated narration, and is mediated by extant vocabulary knowledge and higher-order comprehension processes, but also by basic decoding skills. 相似文献
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Salim Abu&#x;Rabia 《Journal of Research in Reading》1997,20(2):137-147
This study was designed to investigate whether Arabic orthography differs from the Latin orthography of English texts regarding context effects among poor and normal readers. Usually, Arabic texts are presented without vowels for normal readers, and with vowels for younger and beginning readers. The Arabic vowels are mostly not alphabetic letters, but strokes above and/or below the letters. The subjects were 60 native Arab eighth graders, 20 poor readers and 40 normal readers of Arabic. Subjects were required to read vowelled and unvowelled words with and without context in Arabic. The results showed that normal as well as poor readers significantly improved their reading accuracy when they read vowelled and unvowelled words in context. Further, normal readers significantly improved their reading of vowelled and unvowelled words in context more than did the poor readers. The findings of this study illustrated the significance of cross-cultural linguistic considerations for the development of comprehensive reading theory. 相似文献
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After third grade of elementary school, native Hebrew speakers in Israel gradually become expert in reading two kinds of writing systems: the one they start with that contains signs for every phoneme of the spoken language, and another, to which they are steadily introduced, beginning with the second grade, which omits most vowels, together with few consonantal distinctions. Earlier studies indicate that single voweled words are read faster than unvoweled words, particularly in a naming task. This study examined another possible contribution of vowel signs in reading Hebrew: Its effect on memory and comprehension. It was assumed that if subvocalization facilitates memory of words while reading, and if vowel signs facilitate phonological processing, as is perhaps the case in naming tasks, then vowelization may intensify the processing of the articulatory loop and this should improve memory and comprehension. Our first two experiments assessed the contribution of vowel signs to the memory of word lists in either recognition memory or word recall tasks. The third experiment examined the contribution of vowel signs to the reading of connected texts. We found that vowel signs speeded up recognition memory of words in third graders, and improved the recall of words printed in the context of mixed lists in sixth graders. We also found that vowelization improved memory and comprehension of some prose texts. 相似文献
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Arabic native speaking children are born into a unique linguistic context called diglossia (Ferguson, word, 14, 47–56, [1959]). In this context, children grow up speaking a Spoken Arabic Vernacular (SAV), which is an exclusively
spoken language, but later learn to read another linguistically related form, Modern Standard Arabic (MSA). Forty-two first-grade
Arabic native speaking children were given five measures of basic reading processes: two cognitive (rapid automatized naming
and short-term working memory), two phonological (phoneme discrimination and phoneme isolation), and one orthographic (letter
recoding speed). In addition, the study produced independent measures of phonological processing for MSA phonemes (phonemes
that are not within the spoken vernacular of children) and SAV phonemes (phonemes that are familiar to children from their
oral vernacular). The relevance of these skills to MSA pseudoword reading fluency (words correct per minute) in vowelized
Arabic was tested. The results showed that all predictor measures, except phoneme discrimination, correlated with pseudoword
reading fluency. Although phonological processing (phoneme isolation and discrimination) for MSA phonemes was more challenging
than that for SAV phonemes, phonological skills were not found to affect reading fluency directly. Stepwise regression analysis
showed that the strongest predictor of reading fluency in vowelized Arabic was letter recoding speed. Letter recoding speed
was predicted by memory, rapid naming, and phoneme isolation. The results are discussed in light of Arabic diglossia and the
shallow orthography of vowelized Arabic. 相似文献
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