Inflectional morphology and reading comprehension in low SES Arabic-speaking second graders

IF 1.2 2区 文学 0 LANGUAGE & LINGUISTICS
Vered Vaknin-Nusbaum, Bahaa’ Makhoul
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引用次数: 0

Abstract

Reading acquisition in Arabic presents unique challenges, notably due to its complex morphological structure and the diglossic nature of the language. The discrepancy between written (Modern Standard) and spoken Arabic poses significant barriers for learners, particularly in decoding morphologically complex words. This study explored the role of inflectional morphology in reading comprehension among 173 Arabic-speaking second graders from a low SES background, where these challenges are most evident. These relations were examined at the beginning and the end of second grade, enabling the tracking of correlations between change in reading comprehension score and types of inflectional awareness throughout the year. Whereas findings demonstrated a positive correlation between inflectional awareness, phonological decoding, vocabulary, and reading comprehension at the beginning of the year, only inflectional awareness was correlated with reading comprehension at the end of the year. Regression results showed that initial inflectional awareness uniquely explained 12% of the variance in reading comprehension at the end of the year. In addition, readers who improved their reading comprehension throughout the year also improved their inflectional awareness and showed reading comprehension comparable to those who started high in reading comprehension. Results are discussed in accordance with previous research and the unique features of Arabic.
低社会经济地位阿拉伯语二年级学生的词形变化和阅读理解能力
阿拉伯语的阅读学习面临着独特的挑战,这主要是由于其复杂的形态结构和语言的非词汇性。阿拉伯语书面语(现代标准语)和口语之间的差异给学习者造成了巨大障碍,尤其是在解码形态复杂的单词时。本研究探讨了语尾形态在 173 名来自社会经济地位较低背景的二年级阿拉伯语学生阅读理解中的作用,这些挑战在这些学生中最为明显。这些关系是在二年级开始和结束时进行研究的,从而能够跟踪阅读理解分数的变化与整个学年的词法认知类型之间的相关性。研究结果表明,在一年级开始时,屈折语意识、语音解码、词汇和阅读理解之间呈正相关,而在一年级结束时,只有屈折语意识与阅读理解相关。回归结果表明,最初的语音语调意识可以解释年末阅读理解能力中 12% 的差异。此外,在整个学年中阅读理解能力得到提高的读者,其语音语调意识也得到了提高,其阅读理解能力与起始阅读理解能力较高的读者不相上下。我们将根据以往的研究和阿拉伯语的独特特点对结果进行讨论。
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来源期刊
First Language
First Language Multiple-
CiteScore
3.80
自引率
10.50%
发文量
53
期刊介绍: First Language is an international peer reviewed journal that publishes the highest quality original research in child language acquisition. Child language research is multidisciplinary and this is reflected in the contents of the journal: research from diverse theoretical and methodological traditions is welcome. Authors from a wide range of disciplines - including psychology, linguistics, anthropology, cognitive science, neuroscience, communication, sociology and education - are regularly represented in our pages. Empirical papers range from individual case studies, through experiments, observational/ naturalistic, analyses of CHILDES corpora, to parental surveys.
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