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How do different cognitive and linguistic variables contribute to reading in Arabic? A cross-sectional study from first to sixth grade

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Abstract

The contribution of linguistic and cognitive variables to reading processes might vary depending on the particularities of the languages studied. This view is thought to be particularly true for Arabic which is a diglossic language and has particular orthographic and morpho-syntactic systems. This cross-sectional study examined the contribution of phonological, orthographic, morphological, semantic, syntactic, visual perception, rapid automatic naming and phonological working memory abilities to decoding and fluency (the two components of reading). The results, obtained from 1305 native Arabic-speaking children in first–sixth grade, were analyzed using path models. The analysis revealed that memory and orthographic knowledge contributed to both components of reading, while phonological awareness contributed mainly to decoding and rapid automatic naming contributed to fluency. The contribution of morphology to the two components, which appeared already in the first grade, was weak and inconsistent. Finally, the results showed that visual perception, semantics, and syntax predicted neither decoding nor fluency. The data presented here suggest that reading development in Arabic differs from other languages, a finding that might explain certain difficulties in reading acquisition in Arabic. The results are discussed in the light of previous findings in the literature and the specific features of Arabic.

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Acknowledgements

Funding was provided by Israel Science Foundation (Grant No. 623/11). This research was also partially supported by the Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Haifa. The authors would like to thank Mrs Claudia Hariel for her administrative assistance during this research project.

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Authors and Affiliations

  1. The Unit for the Study of Arabic Language, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Faculty of Education, University of Haifa, Haifa, Israel

    Ibrahim A. Asadi, Asaid Khateb, Raphiq Ibrahim & Haitham Taha

  2. Department of Special Education and Learning Disabilities, The Academic Arab College for Education in Israel, Haifa, Israel

    Ibrahim A. Asadi

  3. Department of Learning Disabilities, Faculty of Education, University of Haifa, Haifa, Israel

    Asaid Khateb & Raphiq Ibrahim

  4. The Cognitive Laboratory for Reading and Learning Research, Sakhnin College for Teachers’ Education, Sakhnin, Israel

    Haitham Taha

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  1. Ibrahim A. Asadi
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  2. Asaid Khateb
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  3. Raphiq Ibrahim
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  4. Haitham Taha
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Correspondence to Asaid Khateb.

Appendix

Appendix

See Tables 5, 6, and 7.

Table 5 Examples of the linguistic tasks used for the different grades
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Table 6 Descriptive statistics of the raw mean scores (and SD) on all tests by grade
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Table 7 Descriptive statistics (mean and SD) of the combined raw scores of all measures by grade
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Asadi, I.A., Khateb, A., Ibrahim, R. et al. How do different cognitive and linguistic variables contribute to reading in Arabic? A cross-sectional study from first to sixth grade. Read Writ 30, 1835–1867 (2017). https://doi.org/10.1007/s11145-017-9755-z

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