The role of verbal patterns in Arabic reading acquisition: insights from cross-modal priming

Shalhoub‐Awwad, Yasmin

doi:10.1007/s11145-022-10317-y

Cited by 4 publications

(2 citation statements)

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“…Empirical evidence from priming research in Semitic languages (Arabic and Hebrew) supports mainly the former approach revealing strong priming effects by roots and word-patterns (e.g. Boudelaa & Marslen-Wilson, 2005, 2011; Deutsch et al, 2018; Deutsch & Malinovitch, 2016; Frost et al, 1997; Shalhoub-Awwad, 2020, 2022; Shalhoub-Awwad & Leikin, 2016). Hence, these studies attest to the role of root and word-pattern as internal morphological units in processing in contrast to the stem-based approach (e.g.…”

Section: Introductionmentioning

confidence: 94%

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Morphological distance between spoken Palestinian dialect and standard Arabic and its implications for reading acquisition

Joubran-Awadie

Shalhoub‐Awwad

2023

First Language

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When the written language that children learn to read and write is distinct from the oral language they acquired as their mother tongue, they may encounter substantial challenges. The linguistic distance between two varieties of the same language could have an impact on the literacy acquisition journey. The present study focuses on Arabic, a prototypical case of diglossia, where the distance between the spoken and standard varieties has been intensively examined phonologically and lexically. However, a paucity of studies has addressed their morphological distance. This study takes one step in this direction by describing, analyzing, and quantifying the distance of morphemes in content words from spoken Palestinian dialect (SPD) to Modern Standard Arabic (MSA). It is the first to map this distance by form and function in the three predominant systems: derivation, inflection, and clitics in nouns and verbs. All morphemes were arranged on an axis targeting four main levels that varied in the extent of the morphological distance from SPD to MSA, beginning with ‘identical’ morphemes (same form, same function), followed by ‘strongly overlapping’ morphemes (morpho-phonological difference in form, same function), then ‘partially overlapping’ morphemes (different form, same function), and ending with ‘unique’ morphemes (unique form, same/different function). The mapping showed significant findings indicating that most morphemes are non-identical between SPD and MSA, comprising 81.4% of the total. Most of these non-identical morphemes (64.9%) were assembled to the ‘partially overlapping’ and ‘unique’ levels, appearing mainly in the verb inflection category. Implications for the possible impact of morphological distance on reading acquisition are discussed.

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Section: Introductionmentioning

confidence: 94%

“…In addition, recent research has supported the early emergence of morphological processing in reading (e.g. Shalhoub-Awwad, 2020, 2022; Shalhoub-Awwad & Leikin, 2016) and spelling (e.g. Saiegh-Haddad, 2013; Taha & Saiegh-Haddad, 2017).…”

Section: Introductionmentioning

confidence: 99%

Morphological distance between spoken Palestinian dialect and standard Arabic and its implications for reading acquisition

Joubran-Awadie

Shalhoub‐Awwad

2023

First Language

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The Impact of Verb Inflectional Distance on Morphological Awareness in Arabic Diglossia: Insights From a Longitudinal Study (Kindergarten to Grade 3)

Joubran-Awadie,

Shalhoub-Awwad

2024

J Speech Lang Hear Res

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Purpose: The main aim of the current study was to examine the longitudinal impact of verb inflectional distance on morphological awareness among Arabic-speaking children from kindergarten (K) to third grade. The study also investigated the impact of testing children in two language varieties, Spoken Palestinian dialect (SPD) and Modern Standard Arabic (MSA), on the development of morphological awareness. Method: Sixty-two children were followed longitudinally at three time points: K, Grade 1 (G1), and Grade 3 (G3). Each child completed two parallel orally administered inflectional awareness pseudoverb tasks in the spoken and in the standard variety at each grade. The items were classified by form and function into two main distance levels: low-diglossic and high-diglossic, representing the closest and the farthest distance between SPD and MSA morphemes, respectively. Results: The findings indicated that morphological awareness was more difficult for high-diglossic morphemes than for low-diglossic ones. Moreover, the findings point to different paths in the developmental trajectory of verb inflectional awareness by distance levels and language variety: In SPD, the difference in children's awareness between low-diglossic morphemes and high-diglossic morphemes decreased across grades and disappeared in G3, whereas, in MSA, this difference significantly increased from K to G1 and G3. Conclusions: These findings demonstrate the substantial impact of verb inflectional distance on morphological awareness development before and during the initial process of learning to read. Results are discussed within the context of linguistic distance and the development of metalinguistic processing skills with implications for assessment and intervention.

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The Emergence of Verb Patterns in Arabic in Children With Developmental Language Disorder Compared to Children With Typical Development

Tallas-Mahajna,

Armon-Lotem,

Saiegh-Haddad

2024

J Speech Lang Hear Res

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Purpose: The Arabic verb system features a nonlinear root and pattern derivational morphology. Previous studies suggest that young Arabic and Hebrew speakers' early verb use is based on semantic complexity rather than derivational morphological structure. The present study examines the role of morphological and semantic complexity in the emergence of the verb derivational morphology in Arabic speaking children with developmental language disorder (DLD) compared to children with typical language development (TLD). Method: Natural language data were collected from native Arabic-speaking children (40 with DLD; aged 4–6 years and 133 with TLD aged 2;6–6;0 [years;months]) using picture-based elicitation tasks, and verbs were coded morphologically for derivational features and for features of semantic complexity. Results: The results showed that children with DLD demonstrated a more limited production of verb patterns, both in types and in tokens, than age-matched children with TLD. Also, children with DLD age 5;0–6;0 were similar in types and tokens of verb patterns to younger children with TLD at the age of 3;6–4 years. Moreover, while children with TLD at the age of 2;6–3 years used a smaller number of verb patterns than older 4;0–5;0 aged children with DLD, the two groups were not different in verb semantics. Finally, the morphological and semantic diversity demonstrated by the children with DLD was similar to the morphological and semantic diversity shown by children with TLD. Conclusion: Our findings support the conclusion that children with DLD and with TLD acquire the derivational verb system in the same pathway and the quantitative lexical differences between the two groups support a delay rather than a deviation from the typical developmental trajectory.

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The role of verbal patterns in Arabic reading acquisition: insights from cross-modal priming

Cited by 4 publications

References 70 publications

Morphological distance between spoken Palestinian dialect and standard Arabic and its implications for reading acquisition

Morphological distance between spoken Palestinian dialect and standard Arabic and its implications for reading acquisition

The Impact of Verb Inflectional Distance on Morphological Awareness in Arabic Diglossia: Insights From a Longitudinal Study (Kindergarten to Grade 3)

The Emergence of Verb Patterns in Arabic in Children With Developmental Language Disorder Compared to Children With Typical Development

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