دور مهارات القراءة الأولية للغة العربية في التنبؤ بمستوى الطلاقة في القراءة لدى تلاميذ الصف الثالث الابتدائي في المدارس الحكومية في قطر

Elsayed Elshabrawi A. Hassamien; Fatima Abdulla Al-own

doi:10.35516/edu.v51i1.5038

Authors

Elsayed Elshabrawi A. Hassamien Associate professor Psychological Sciences Department, Qatar University, Doha, Qatar https://orcid.org/0000-0003-4977-5168
Fatima Abdulla Al-own Arabic language Teacher, The Ministry of Education and Higher Education, Doha, Qatar https://orcid.org/0009-0006-7590-6968

DOI:

https://doi.org/10.35516/edu.v51i1.5038

Keywords:

Reading fluency, early Arabic literacy skills, predicting

Abstract

Objectives: This study aimed to explore the role of early Arabic literacy skills in predicting reading fluency among third graders in public schools in Qatar.

Methods: To achieveits objectives, the study used the descriptive correlational approach. In this study, a total of 200 students, 100 females and 100 males in third grade completed measures of phonological processing, morphological awareness, orthographic knowledge, and word reading accuracy and fluency and the text reading fluency. The study data was collected from applying TEALs, Test of Early Arabic Literacy Skills, to the students under scrutiny.

Results: The study results showed that phonological processing and orthographic knowledge accounted for significant variance in text reading fluency and word reading fluency as well.

Conclusions: The study recommends the need to increase the level of students' Early Arabic literacy skills by improving the educational environment and training teachers to apply best practices and strategies to achieve that goal.

Downloads

Download data is not yet available.

References

Abdalbary, M. (2016). Reading fluency skills in pre-school and primary school. Riyadh: Almotanabi bookshop.

Abu-Rabia, S. (2007). The Role of Morphology and Short Vowelization in Reading Arabic among Normal and Dyslexic Readers in Grades 3, 6, 9, and 12. Journal of Psycholinguistic Research, (2), 36, 89-106. https://doi.org/10.1007/s10936-006-9035-6

Abu-Rabia, S. (2000). Effects of exposure to literary Arabic on reading comprehension in a diglossic situation. Reading and Writing, 13, 147-157. https://doi.org/10.1023/A:1008133701024 .

Abu-Rabia, S., & Abu-Rahmoun, N. (2012). The Role of Phonology and Morphology in the Development of Basic Reading Skills of Dyslexic and Normal Native Arabic Readers. Creative Education, 3, 1259-1268. htp://dx.doi.org/10.4236/ce.2012.37185

Alshaboul, Y., Hassanein, E. E, A., Ibrahim, S., & Alshaboul, Q. (2023, in press). An assessment of the psychometric properties of the test of early Arabic literacy skills. Frontiers Psychology.

Anderson, R., Pearson, D. (1984). A schema-theoretic view of basic processes in reading comprehension. Handbook of reading research, (1), 225-292.

Aple, K. (2011). What is Orthographic knowledge? Language, Speech & Hearing Services in Schools, 4(42), 592-603. https://doi.org/10.1044/0161-1461(2011/10-0085

Asadi, I., Khateb, A., Ibrahim, R., & Taha, H. (2017). How do different cognitive and linguistic Variables contribute to reading in Arabic? A cross-sectional study from first to sixth grade. Reading and Writing, 30, 1835-1867. https://doi.org/10.1007/s11145-017-9755-z

Assad, H., & Eviatar, Z. (2014). Learning to read in Arabic: the long and winding road. Reading and Writing, 27, 649-664. https://doi.org/10.1007/s11145-013-9469-9

Barbosa-Pereira, D., Martins, P., Guimarães, A., Silva, E., Batista, L., Haase, V., & Lopes-Silva, J. (2020). How good is the phoneme elision test in assessing reading, spelling and arithmetic-related abilities?. Archives of Clinical Neuropsychology -The Official Journal of the National Academy of Neuropsychologists-, 35(4), 413–428. https://doi.org/10.1093/arclin/acz085

Bellocchi, s., Muneaux, M., Huau, A., Leveque, Y., Jover, M., & Ducrot, S. (2017). Exploring the link between visual perception, visual-motor integration, and reading in normal developing and impaired children using Dtvp-2. Dyslexia, 23(3), 296-315. Doi: https://doi.org/10.1002/dys.1561

Bursuck, W., & Demer, M. (2015). Teaching Reading to Students Who Are At Risk or Have Disabilities. USA: Person Education.

Chang, L., David, P., & Perfetti, C.(2016). Visual complexity in orthographic learning: Modeling learning across writing system variations. Scientific studies of Reading. 20(1), 64-85. https://doi.org/10.1080/10888438.2015.1104688

Conrad, N. (2008). From reading to spelling and spelling to reading: Transfer goes both ways. Journal of Educational Psychology, 100(4), 869–878. https://doi.org/10.1037/a0012544

Cutting, L., & Dencklam, M. (2001). The relationship of rapid serial naming and word reading in normally developing readers: An exploratory model. Reading and writing, (14), 673-705. https://doi.org/10.1023/A:1012047622541

Ecall, J., Dujardin, E., Gomes, C., Cros, L., & Magnan, A. (2021). Decoding, Fluency and Reading Comprehension: Examining the Nature of their Relationships in a Large-Scale Study with First Graders. Reading & Writing Quarterly, 37(5), 444-461. https://doi.org/10.1080/10573569.2020.1846007

Ehri, L. (1992). Beginners Need Some Decoding Skill to Read Words by Analogy. Reading Research Quarterly, 27(1), 12-26. https://doi.org/10.2307/747831 .

Ehri, L. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 5–21. https://doi.org/10.1080/10888438.2013.819356

Eills, W. (2009). The impact of C-PEP (choral reading, partner reading, echo reading, and performance of text) on third grade fluency and comprehension development. Doctoral dissertation, The University of Memphis, ProQuest Dissertations Publishing. https://www.proquest.com/education/docview.

Eldredge, J. (2005). Foundations of fluency: an exploration. Reading psychology, 26, 161-181. https://doi.org/10.1080/02702710590930519

Feifer, S. G., & Nader, R. G. (2015). Feifer assessment of reading (FAR). PAR

Georgiou, G., Parrila, R., & Papadopoulos, T. (2008). Predictors of word decoding and reading fluency across languages varying in orthographic consistency. Journal of Educational Psychology, 100(3), 566–577. https://doi.org/10.1037/0022-0663.100.3.566

Giazitzidou, S. Padeliadu, S. (2022). Contribution of morphological awareness to reading fluency of children with and without dyslexia: evidence from a transparent orthography. Annals of Dyslexia, 72(3), 509-531. https://doi.org/10.1007/s11881-022-00267-z

Good, R., Simmons, D., & Kame'enui, E. (2009). The Importance and Decision-Making Utility of a Continuum of Fluency-Based Indicators of Foundational Reading Skills for Third-Grade High-Stakes Outcomes. Scientific Studies of Reading, 5(3), 257-288. https://doi.org/10.1207/S1532799XSSR0503_4

Hassanein, E.E.A., Johnson, E., Alshaboul, Y., Ibrahim, S., & Megreya. A. (2022). Examining Factors That Predict Arabic Word Reading in First and Second Grades. Reading and Writing Quarterly, 38(1), 51-66. https://doi.org/10.1080/10573569.2021.1907637

Hassanien, E.E.A., Johnson, E., Alshaboul, Y., Ibrahim, S., Megreya, A., Al-Hendawi, M., & Al-Attiya, A. (2021). Developing Test of Early Arabic Literacy Skills. Reading Psychology, 42(3), 241-263. https://doi.org/10.1080/02702711.2021.1888349 .

Hassunah-Arafat, S., Aram, D., & Korat, O. (2021). Early literacy in Arabic: the role of SES, home literacy environment, mothers' early literacy beliefs and estimation of their children's literacy skills. Reading and Writing. 34, 2603-2625. https://doi.org/10.1007/s11145-021-10158-1 .

Hassanien, E.E.A., Johnson, E., Ibrahim, S., Alshaboul, Y. (2023) What predicts word reading in Arabic? Front. Psychol, 14:1077643, 10.3389/fpsyg.2023.1077643

Hemphill, L., & Tivnan, T. (2008). The Importance of Early Vocabulary for Literacy Achievement in High-Poverty School. Journal of Education for Students Placed at Risk, 13(4), 426-451. https://doi.org/10.1080/10824660802427710

Hilsmier, A., Wehby, J., & Flak, K. (2016). Reading Fluency Interventions for Middle School Students with Academic and Behavioral Disabilities. Reading Improvement, 2(53), 53-64.

Kriby, J., Georgiou, G., Martinussen, R., & Parrila, R. (2010). Naming speed and reading: From prediction to instruction. Reading Research Quarterly, 45(3), 342-362. https://doi.org/10.1598/RRQ.45.3.4

Kuhn, M., Schwanenflugel, P., Meisinger, E., & Editors, C. (2010). Aligning Theory and Assessment of reading fluency: Automaticity, Prosody, and Definitions of fluency. Reading Research Quarterly, 45(2), 230-251. https://doi.org/10.1598/RRQ.45.2.4

Kuo, L., & Anderson, R. (2010). Morphological Awareness and Learning to Read: A Cross-Language Perspective. Educational Psychologist, 41(3), 161-180. https://doi.org/10.1207/s15326985ep4103_3

Landerl, K., Freudenthaler, H., Heene, M., Pete, de., Desrochers, A., Manolitsis, G., Parrila, R., & Georgiou, G. (2019). Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency. Scientific Studies of Reading, 23(3), 220-234. https://doi.org/10.1080/10888438.2018.1510936

Mannai, H., & Everatt, J. (2005). Phonological processing skills as predictors of literacy amongst Arabic speaking Bahraini children. Dyslexia, 11(4), 269–291. https://doi.org/10.1002/dys.303

McIlraith, A., & Language and Reading Research Consortium. (2018). Predicting word reading ability: a quantile regression study. Journal of Research in Reading, 41(1), 79–96. https://doi.org/10.1111/1467-9817.12089

Mohamed, A. (2016). The impact of age and gender on some of phonological awareness skills among preschool children. The journal of education college- Assiut university, 32(4), 79-126.

Ngabut, M. (2015). Reading theories and reading comprehension. Journal on English as Foreign Language. 5(1), 25-36. https://doi.org/10.23971/jefl.v5i1.89

Pardede, P. (2008). A Review on Reading Theories and its Implication to the Teaching of Reading. UKI: ELT'n Edu~ A cyber ELT & Edu service from Universitas Kristen Indonesia.

Patel, T., Snowling, M., & de Jong, P. (2004). A cross-linguistic comparison of children learning to read in English and Dutch. Journal of Educational Psychology, 96, 785–797. https://doi.org/10.1037/0022-0663.96.4.785 .

Pasquarella, A., Chen, X., Gottardo, A., & Geva, E. (2015). Cross-Language Transfer of Word Reading Accuracy and Word Reading Fluency in Spanish–English and Chinese–English Bilinguals: Script-Universal and Script-Specific Processes. Journal of Educational Psychology, 107(1), 96-110. https://doi.org/10.1037/a0036966

Perfetti, C. (2003). The Universal Grammar of Reading. Scientific Studies of Reading, 7, 3-24. https://doi.org/10.1207/S1532799XSSR0701_02

Perfetti, C. (2007). Reading Ability: Lexical Quality to Comprehension. Scientific Studies of Reading, 11(4), 357-383. https://doi.org/10.1080/10888430701530730

Saiegh-Haddad, E., & Taha, H. (2017). The role of morphological and phonological awareness in the early development of word spelling and reading in typically developing and disabled Arabic readers. Dyslexia (Chichester, England), 23(4), 345–371. https://doi.org/10.1002/dys.1572 .

Susanto, H. (2020). Reading Theories and Reading Comprehension: Review and Discussed. E-Structural, 2(2), 153- 159. https://doi.org/10.33633/es.v2i2.3231.

Taibah, N., & Haynes, W. (2011). Contributions of phonological processing skills to reading skills in Arabic speaking children. Reading and Writing, 24(9), 1019–1042. https://doi.org/10.1007/s11145-010-9273-8 .

Tibi, S., & Kriby, J. (2018). Investigating Phonological Awareness and Naming Speed as Predictors of Reading in Arabic. Scientific Studies of Reading, 22(1), 70-84. https://doi.org/10.1080/10888438.2017.1340948

Torgesen, J., Wagner, R., Rashotte, C., Rose, E., Lindamood, P., Conway, T., & Garvan, C. (1999). Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction. Journal of Educational Psychology, 91(4), 579–593. https://doi.org/10.1037/0022-0663.91.4.579

White, S., Sabatini, J., Park, B. J., Chen, J., Bernstein, J., & Li, M. (2021). The 2018 NAEP Oral Reading Fluency Study (NCES 2021-025). U.S. Department of Education. Washington, DC: Institute of Education Sciences, National Center for Education Statistics. Retrieved [date] from https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2021025.

Zaric, J., Hasselhom, M., & Nagler, T. (2020). Orthographic knowledge predicts reading and spelling skills over and above general intelligence and phonological awareness. European Journal of Psychology of Education, 36, 21-43. https://doi.org/10.1007/s10212-020-00464-7 .