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Journal of Psycholinguistic Research

, Volume 28, Issue 1, pp 93–101 | Cite as

The Effect of Arabic Vowels on the Reading Comprehension of Second- and Sixth-Grade Native Arab Children

  • Salim Abu-RabiaEmail author
Article

Abstract

This study investigated the effect of Arabic vowels on the reading comprehension of native Arabic speakers. This issue has not been addressed yet. Two groups of native Arabic speakers were randomly sampled, one from two elementary schools in the Haifa area, and the other from two elementary schools in Nazareth. Both groups in both experiments read Arabic texts in two reading conditions, vowelized and unvowelized; the older group (n= 74) answered 10 multiple-choice comprehension questions about each story, and the younger group (n= 71) answered seven multiple-choice comprehension questions. The results revealed that vowels were a significant facilitator of reading comprehension in both age groups. Considering these results, reading in Arabic orthography is not an autonomous word recognition process. An alternative approach is suggested for reading Arabic.

Keywords

Cognitive Psychology Elementary School Word Recognition Reading Comprehension Young Group 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Plenum Publishing Corporation 1999

Authors and Affiliations

  1. 1.Faculty of EducationUniversity of HaifaHaifa, Mount CarmelIsrael

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