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This work examines the role of morphological awareness in contrast to phonological processing in reading comprehension amongst two groups of native Arabic children: a group with learning disabilities (LD) and a mainstream group who were matched to the LD group in age or reading level. Measures of reading comprehension fluency, phonological skills, and morphological ability were given to both groups in addition to tests of nonverbal ability. For the mainstream children, unique variability in comprehension was predicted by the morphological measures over that of the measures of phonological skills and general nonverbal ability. In contrast, for the LD data, variability in comprehension was not predicted by morphological ability even though the children with LD performed the morphology task as well as their typically developing peers did. These findings are discussed in terms of theories of reading acquisition across languages as well as recommendations for literacy teaching and LD intervention in Arabic.

The Cognitive Emotion Regulation Questionnaire (CERQ) focuses on the "pure" cognitive components of emotion regulation thought to help people to manage and control their emotions during or after the experience of a stressful event. The aim of this study was to explore the psychometric properties of an Arabic version of the CERQ (CERQ-Ar) across four Arabicspeaking countries in the Middle East (i.e., Egypt, Kingdom of Saudi Arabia, Kuwait, and Qatar; N = 1,470). The original nine-factor CERQ model was confirmed, and these factors had moderateto-high internal reliabilities, modest-to-strong interrelations, and meaningful associations with positive and negative affect. Results were robust across the four Arabic countries, suggesting that the same cognitive emotion regulation strategies appear to be present across different cultures, but the relative preference to use one or more strategies may quantitatively vary across cultures.

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