Longitudinal Data on the Relations of Morphological and Phonological Training to Reading Acquisition in First Grade: The Case of Arabic Language

Bellaterra J. Teach. Learn. Lang. Lit

Rebaı̈

2015

We examined the effects of a phonological awareness (PA) training program on word reading and pseudo-word decoding in dyslexic children reading the Arabic language (n=10; mean age= 129.74 months) in comparison to normal readers (n=10; mean age = 126.90 months) from grades 4 and 5. Particular attention was paid to phonological training of two metalinguistic readingrelated skills: morphological awareness (MA) and rapid automatized naming (RAN), underscored as main predictive metalinguistic factors in Arabic dyslexia (Layes, Lalonde, Mecheri, Rebaï, 2015). The PA training program focused on phoneme/syllable identification, phoneme matching, and word segmentation. The results indicate that the dyslexic group performed significantly better in all post-training measurements, increasing reading, phonological processing, and metalinguistic-related skills, which indicates a strong relationship between these variables. The normal group only improved in MA production. These findings are discussed in terms of metalinguistic insights of reading gained through training in phonological awareness.Keywords: Arabic orthography, phonological processing, phonological awareness training, morphological awareness, rapid naming Résumé Nous avons examiné les effets d'un programme d'entrainement phonologique sur le développement de la conscience phonologique, la lecture des mots et le décodage de pseudo-mots chez les enfants dyslexiques arabophones (n= 10, moyenne d'âge = 129,74 mois) en comparaison avec des lecteurs normaux (n = 10; moyenne d'âge = 126,90 mois) en 4 ème et en 5 ème années primaires. Nous avons recherché l'effet de l'entrainement phonologique axé sur la manipulation et l'identification des phonèmes / syllabes et la segmentation des mots, sur deux habiletés métalinguistiques liées à la lecture: la conscience morphologique et la dénomination rapide automatisée (RAN), comme principaux facteurs prédictifs de la dyslexie en arabe (Layes, Lalonde, Mecheri, Rebaï, 2015). Les résultats ont montré que les dyslexiques ont nettement amélioré leurs performances dans toutes les mesures post-intervention y compris les compétences métalinguistiques, indiquant une forte association entre ces variables. Les normo lecteurs ont progressé uniquement dans la production morphologique.Mots-clés: l'orthographe arabe, le traitement phonologique, l'entrainement phonologique, la conscience morphologique, la dénomination rapide Resumen Se examinaron los efectos de un programa de entrenamiento de conciencia fonológica en la lectura de palabras y decodificación pseudo-palabras en niños disléxicos leen la lengua árabe (n = 10; edad media = 129,74 meses) en comparación con los lectores normales (n = 10; edad media = 126,90 meses) a partir de los grados 4 y 5. Particular atención se prestó a la formación fonológica de dos habilidades relacionadas con la lectura metalingüística: conciencia morfológica y nombrar rápidamente automatizado (RAN), destacó como principales factores predictivos metalingüísticas en dislexia árabe (Layes, Lalonde, Mecher...

Section: Discussion the Effects Of Phonological Training On Reading Wsupporting

confidence: 80%

Section: Design and Proceduresmentioning

confidence: 99%

Effectiveness of a Phonological Awareness Training for Arabic Disabled Reading Children: Insights on Metalinguistic Benefits

Bellaterra J. Teach. Learn. Lang. Lit

Rebaı̈

2015

“…In this combined phonological and print training, the explicit practice of grapheme-phoneme association and the segmentation of words into syllables were taught repeatedly. Positive effects of the intervention program replicate previous investigations in Swedish (Fälth, Idor, & Tomas, 2011), English (Snowling &Hulme, 2011), andArabic (Dallasheh-Khatib, Ibrahim, &Karni, 2014), demonstrating that acquired awareness of word structure is related to reading performance across languages. Likewise, in numerous studies on kindergarten children, blending and segmenting activities improved the skills of children with low PA on PA tasks and on a reading task (O'Connor, Jenkins, & Slocum, 1995;Torgesen, Morgan, & Davis, 1992).…”

Section: Discussionsupporting

confidence: 78%

Combined Phonological Awareness and Print Knowledge Training Improves Reading Accuracy and Comprehension in Children with Reading Disabilities

Guendouz

International Journal of Disability, Development and Education

et al. 2020

We examined the effects of a combined phonological and print intervention program on the enhancement of phonological awareness, text reading accuracy and comprehension in fourth grade Arabic-speaking children with severe difficulties in reading accuracy (dyslexia) and reading comprehension. We compared an experimental group (n=22; mean age =122.9 months) to a control group (n=22; mean age=124.65months). The training program focused on two domains: phonological awareness and print knowledge. The results showed that the experimental group performed better in the post and follow-up assessments than in baseline assessment on phonological awareness, reading accuracy, and comprehension. We discuss findings indicating the positive impact of phonological awareness and print knowledge on reading development in terms of decoding and comprehension abilities.

“…This transition may make more complicated the process of establishing precise phonological representations in readingdisabled children, hindering grapheme to phoneme conversion. The most potent effect occurred for PA assessed by the blending phoneme test, as in previous investigations (Fälth, Idor, & Tomas, 2011;Lyster, 2002;Snowling & Hulme, 2011;Torgeson, 2006), including Arabic (Dallasheh-Khatib et al, 2014), demonstrating that awareness of word structure is related to reading acquisition across languages. This finding provides additional evidence that phonological intervention may apply qualitative changes on the underlying phonological representations which, in turn, make phonological processing processes more efficient.…”

Section: Effects Of Phonological Training On Phonological Processingsupporting

confidence: 81%

Effects of an Adaptive Phonological Training Program on Reading and Phonological Processing Skills in Arabic-Speaking Children With Dyslexia

Reading & Writing Quarterly

Rebaı̈

2019

We examined the effects of an adaptive phonological training program on the enhancement of three processing abilities, namely phonological awareness (PA), rapid automatized naming (RAN), and verbal short-term memory (STM) as well as word and pseudo-word reading in Arabic speaking children with dyslexia. An experimental group (n=20; mean age=129.74 months) was compared to an age and reading matched control group (n=20; mean age =126.9 months) from grades 4 and 5.The phonological training program focused on the mental representation of phonemes, their identity, and positions in the words. The experimental group outperformed controls in all posttraining measures for reading words and pseudo-words as well as phonological processing components. Findings indicating a strong relationship between phonological processing and reading efficiency are discussed in terms of reading-related skills gained through training.