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When diglossia meets dyslexia: The effect of diglossia on voweled and unvoweled word reading among native Arabic-speaking dyslexic children

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Abstract

Native Arabic speakers read in a language variety that is different from the one they use for everyday speech. The aim of the present study was: (1) to examine Spoken Arabic (SpA) and Standard Arabic (StA) voweled and unvoweled word reading among native-speaking sixth graders with developmental dyslexia; and (2) to determine whether SpA reading ability among children with dyslexia predicts StA reading fluency in the two orthographies: voweled and unvoweled. A comparison was made to three age groups of typically developing children: a group matched by chronological age, a group of children who are two years younger, and a group of children who are 4 years younger. Findings show that diglossia has a strong impact on reading ability in dyslexic children. Moreover, vowelization plays a pivotal role in the reading ability of Arabic-speaking children with dyslexia in both SpA and StA. This role is evident in the different performance patterns of dyslexic participants as compared with controls on word-reading accuracy and fluency for SpA versus StA. Finally, StA word-reading fluency appears to depend on and to be reliably and powerfully predicted by SpA word-level reading ability. These results underscore the role of diglossia and vowelization in the manifestation of dyslexia in Arabic-speaking children.

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Notes

  1. This section is based on Saiegh-Haddad and Henkin-Roitfarb (2014). For a detailed discussion, please refer to this chapter.

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  1. Learning Disabilities Studies, Haddad Center for Dyslexia and Learning Disabilities, School of Education, Bar-Ilan University, 52900, Ramat Gan, Israel

    Rachel Schiff

  2. English Department, Bar-Ilan University, 52900, Ramat Gan, Israel

    Elinor Saiegh-Haddad

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Schiff, R., Saiegh-Haddad, E. When diglossia meets dyslexia: The effect of diglossia on voweled and unvoweled word reading among native Arabic-speaking dyslexic children. Read Writ 30, 1089–1113 (2017). https://doi.org/10.1007/s11145-016-9713-1

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