Reading in kindergarten Arabic-speaking children with low linguistic skills: A longitudinal study

IF 2.4 2区文学 Q1 LINGUISTICS

Applied Psycholinguistics Pub Date : 2023-04-04 DOI:10.1017/s014271642300019x

Jasmeen Mansour-Adwan, Yasmin Shalhoub-Awwad, Ravit Cohen-Mimran, A. Khateb

{"title":"Reading in kindergarten Arabic-speaking children with low linguistic skills: A longitudinal study","authors":"Jasmeen Mansour-Adwan, Yasmin Shalhoub-Awwad, Ravit Cohen-Mimran, A. Khateb","doi":"10.1017/s014271642300019x","DOIUrl":null,"url":null,"abstract":"\n The present longitudinal study aimed to explore the connections between different linguistic profiles at kindergarten and reading achievements at first grade. These profiles are based on the two-dimensional model (Bishop & Snowling, 2004), which associates reading skills with phonological and other language abilities. This model was examined mainly in Indo-European languages but scarcely in Arabic. Arabic-speaking children were assigned to four linguistic profiles in kindergartens: low language (LL; N = 111), low phonology (LPh; N = 120), low language and low phonology (LLLPh; N = 139), and typical language and typical phonology (TLTPh; N = 135). Multivariate analysis was used to compare their reading achievements at first grade, and the overlap between linguistic and reading profiles was estimated. The results revealed significant differences between the different linguistic profiles in all reading measures. LLLPh group gained lower scores in reading tasks compared to the other groups. Significant relationships have been found between linguistic and reading profiles indicating reading difficulties among 14.5% of the children from TLTPh, 63% of LLLPh, 35% of LL, and 35.6% of LPh. The findings support the relationship between low linguistic skills and reading difficulties and emphasize the potential roles of both phonological and language skills for reading.","PeriodicalId":48065,"journal":{"name":"Applied Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":2.4000,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Applied Psycholinguistics","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1017/s014271642300019x","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"LINGUISTICS","Score":null,"Total":0}

引用次数: 0

Abstract

The present longitudinal study aimed to explore the connections between different linguistic profiles at kindergarten and reading achievements at first grade. These profiles are based on the two-dimensional model (Bishop & Snowling, 2004), which associates reading skills with phonological and other language abilities. This model was examined mainly in Indo-European languages but scarcely in Arabic. Arabic-speaking children were assigned to four linguistic profiles in kindergartens: low language (LL; N = 111), low phonology (LPh; N = 120), low language and low phonology (LLLPh; N = 139), and typical language and typical phonology (TLTPh; N = 135). Multivariate analysis was used to compare their reading achievements at first grade, and the overlap between linguistic and reading profiles was estimated. The results revealed significant differences between the different linguistic profiles in all reading measures. LLLPh group gained lower scores in reading tasks compared to the other groups. Significant relationships have been found between linguistic and reading profiles indicating reading difficulties among 14.5% of the children from TLTPh, 63% of LLLPh, 35% of LL, and 35.6% of LPh. The findings support the relationship between low linguistic skills and reading difficulties and emphasize the potential roles of both phonological and language skills for reading.

查看原文本刊更多论文

语言能力低下的幼儿园阿拉伯语儿童的阅读：一项纵向研究

本纵向研究旨在探讨幼儿园不同语言特征与一年级阅读成绩之间的联系。这些简介基于二维模型（Bishop&Snowling，2004），该模型将阅读技能与语音和其他语言能力联系起来。这种模式主要在印欧语言中进行了研究，但很少在阿拉伯语中进行研究。在幼儿园，讲阿拉伯语的儿童被分为四个语言类别：低语言（LL；N=111）、低音韵学（LPh；N=120）、低语言和低音韵（LLLPh；N=139）以及典型语言和典型音韵学。采用多元分析法对他们一年级的阅读成绩进行比较，并估计了语言和阅读档案之间的重叠。结果显示，不同的语言特征在所有阅读测量中都存在显著差异。LLLPh组在阅读任务中的得分低于其他组。语言和阅读特征之间存在显著关系，表明14.5%的TLTPh儿童、63%的LLLPh儿童、35%的LL儿童和35.6%的LPh儿童存在阅读困难。研究结果支持了低语言技能与阅读困难之间的关系，并强调了语音和语言技能在阅读中的潜在作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Applied Psycholinguistics Multiple-

CiteScore

3.90

自引率

4.80%

发文量

期刊介绍： Applied Psycholinguistics publishes original research papers on the psychological processes involved in language. It examines language development , language use and language disorders in adults and children with a particular emphasis on cross-language studies. The journal gathers together the best work from a variety of disciplines including linguistics, psychology, reading, education, language learning, speech and hearing, and neurology. In addition to research reports, theoretical reviews will be considered for publication as will keynote articles and commentaries.