Reading in Arabic orthography: the effect of vowels and context on reading accuracy of poor and skilled native Arabic readers in reading paragraphs, sentences, and isolated words.
This study investigated the effect of vowels and context on the reading accuracy of poor and skilled native Arabic readers in reading paragraphs, sentences, and words. Central to this study is the belief that reading theory today should consider additional variables, especially when explaining the reading process in Arabic orthography among poor and normal/skilled readers. This orthography has not been studied. Reading theory today is the sum of conclusions from studies conducted in Latin orthography. The subjects were 77 native Arabic speakers, 34 of them poor readers and 44 normal/skilled readers. The subjects had to read in Arabic 15 paragraphs, 60 sentences, and 210 words. There were three reading conditions: fully vowelized, partially vowelized, and unvowelized texts. The results showed that vowels and contexts were important variables to facilitate word recognition in poor and normal/skilled readers in Arabic orthography.
Abu-Rabia
S
S
School of Education, University of Haifa, Mount Carmel, Israel.
D000293:Adolescent; D018912:Arabs / Q000523:psychology*; D001288:Attention; D003210:Concept Formation; D004410:Dyslexia / Q000175:diagnosis / Q000523:psychology*; D005260:Female; D006801:Humans; D007557:Israel; D007802:Language; D008297:Male; D011939:Mental Recall; D010700:Phonetics; D011932:Reading; D012016:Reference Values