Word Recognition in Arabic: Approaching a Language-Specific Reading Model

Hansen, Gunna Funder

doi:10.1007/978-94-017-8545-7_3

Cited by 7 publications

(3 citation statements)

References 60 publications

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“…However, the latter view is based on data from expert readers with unvowelled print, and we speculate that the influence of morphology could be more important with unvowelled than with full vowelled orthography. As suggested by several authors (e.g., Hansen, 2014), unvowelled text processing is likely to resort to lexical/orthographic knowledge to a larger extent. In fact, the absence of morpheme frequency effects for words in the present study is reminiscent of similar findings with adult expert readers.…”

Section: Sensitivity To Morpheme Frequency In Word Recognitionmentioning

confidence: 88%

Early Sensitivity to Morphology in Beginning Readers of Arabic

Akiki

2020

Front. Psychol.

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The current study investigated the influence of morphological structure on the earliest stages of Arabic reading acquisition. More specifically, we aimed at examining the role of root and pattern units in beginners from Grade 1 to 3. A first set of reading tasks evaluated the presence of a morphology facilitation effect in word and pseudoword reading by manipulating independently the frequency of roots and patterns. Additional tasks aimed at examining the contribution of morphological awareness to reading performance. The results suggest that reading ability is early influenced by the awareness of morphological composition. Children read faster and more accurately pseudowords composed of frequent morphemes. Furthermore, regression analyses revealed, for every reading measure, a significant contribution of one morphological test in addition to grapheme knowledge. Results are discussed taking into account the differences obtained depending on lexicality and morpheme type (root or pattern).

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Section: Sensitivity To Morpheme Frequency In Word Recognitionmentioning

confidence: 88%

Early Sensitivity to Morphology in Beginning Readers of Arabic

Akiki

2020

Front. Psychol.

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“…The present study further revealed that VAS contributed to explain 60% of unique variance in text reading fluency while PA only moderately contributed. It is widely assumed that, in the absence of diacritics, reading is less reliant on phonological information but more on visual orthographic processing and whole-word recognition (Taouk and Coltheart, 2004;Hansen, 2014). Accurate and fast word recognition then implies fast processing of the consonants that form the root morpheme to favor matching with the corresponding orthographic word representation in long-term memory (Frost, 2005(Frost, , 2012Boudelaa, 2014;Perea et al, 2014;Shalhoub-Awwad and Leikin, 2016).…”

Section: Discussionmentioning

confidence: 99%

Fluency and Reading Comprehension in Typical Readers and Dyslexic Readers, volume II

2024

Frontiers Research Topics

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Frontiers is more than just an open access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers journal seriesThe Frontiers journal series is a multi-tier and interdisciplinary set of openaccess, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers journal series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to qualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation. What are Frontiers Research Topics?Frontiers Research Topics are very popular trademarks of the Frontiers journals series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area.

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“…Interestingly, one student expected instruction to begin by focusing on listening and speaking skills, before reading and writing skills. This astute perception indicates that teaching a child to read a language they have not mastered speaking can have serious implications for their literacy trajectory (Hansen 2014). The need for having some communicative ability in the language one seeks to be literate in seems implicitly embedded in statements about needing to speak and understand the words one says.…”

Section: Expectationsmentioning

confidence: 99%

Adolescent Non-Arab Muslims Learning Arabic in Australian Islamic Schools: Expectations, Experiences, and Implications

Selim

2023

Religions

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Recent research into Arabic learning at Australian Islamic schools presented evidence of non-Arab Muslim learners’ dissatisfaction with Arabic learning. This article explores the Arabic learning experiences of non-Arab Muslim learners of Arabic (a-MLA) at Australian Islamic schools (AIS). This research gave voice to students and used a basic interpretive qualitative approach. Semi-structured interviews were triangulated using supplementary classroom observations. The data presented draw from the analysis of 40 participants’ interviews. Findings suggest that students expected learning to yield the acquisition of all language macro-skills and a capacity to read with comprehension, but that experiences and outcomes fell short of expectations. This led to disengagement, disruptions, and overall disillusionment and attrition in senior secondary. Students revealed a general dissatisfaction with the way programs were structured and with core aspects of their learning experience. Repetitive lessons focused on reading, translating and grammar study were connected to disruptions. The motivational implications of these negative learning experiences are discussed.

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Word Recognition in Arabic: Approaching a Language-Specific Reading Model

Cited by 7 publications

References 60 publications

Early Sensitivity to Morphology in Beginning Readers of Arabic

Early Sensitivity to Morphology in Beginning Readers of Arabic

Fluency and Reading Comprehension in Typical Readers and Dyslexic Readers, volume II

Adolescent Non-Arab Muslims Learning Arabic in Australian Islamic Schools: Expectations, Experiences, and Implications

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