Relevant bibliographies by topics / Arabic language Arabic language Reading comprehension

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Arabic language Arabic language Reading comprehension'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Arabic language Arabic language Reading comprehension"

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Al Janaideh, Redab, Alexandra Gottardo, Sana Tibi, Johanne Paradis, and Xi Chen. "The role of word reading and oral language skills in reading comprehension in Syrian refugee children." Applied Psycholinguistics 41, no. 6 (July 24, 2020): 1283–304. http://dx.doi.org/10.1017/s0142716420000284.

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AbstractCanada has resettled more than 57,000 Syrian refugees since 2015 (Government of Canada, 2017). However, little is known about refugee children’s language and literacy development. The present study evaluated Syrian refugee children’s performance on language and literacy measures in English and Arabic, and examined whether the simple view of reading model is applicable in both of their languages. Participants consisted of 115 Syrian refugee children 6–13 years of age. They received a battery of language and literacy measures including word reading, vocabulary, oral narratives, and reading comprehension in both English and Arabic. Compared to the normative samples, refugee children performed poorly on English standardized measures. They also demonstrated difficulties in Arabic, as more than half of the children were not able to read in the language. Despite the relatively low performance, there was evidence to support the simple view of reading model in both languages. In addition, oral language skills played a larger role in English reading comprehension in the older group than the younger group. This age-group comparison was not carried out in Arabic due to reduced sample size. Theoretical and practical implications of the findings are discussed.
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Alsubaie, Abdullah Mohammed. "The Effectiveness of multiple intelligence based differentiated instruction on metacognitive reading comprehension in Arabic language among middle school students in Saudi Arabia." Revista Amazonia Investiga 9, no. 26 (February 21, 2020): 158–66. http://dx.doi.org/10.34069/ai/2020.26.02.17.

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Identifying an effective instructional strategy, such as this of multiple intelligence based differentiated instruction to teach metacognitive reading comprehension is a goal for educators. The purpose of this study was to investigate the effectiveness of multiple intelligence based differentiated instruction on metacognitive reading comprehension in Arabic language among middle school students in Saudi Arabia. The sample consisted of 61 third year- middle school students , from Ibn Sina Middle school for boys , in Al-Kharj Governorate , Saudi Arabia. They were from two classrooms. They aged 14-15 years old ( M= 14.9 years , SD= 0.621) . For the purpose of this study and for analyzing the data from the pre- and post-test, the author used two way ANOVA analysis and t-test. Two way. ANOVA analysis and t-test results indicated the effectiveness of multiple intelligence based differentiated instruction on metacognitive reading comprehension in Arabic language among middle school students in Saudi Arabia.
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Wafaa Alowaydhi, Sara Omar, Wafaa Alowaydhi, Sara Omar. "Identifying the Instructional Strategies Used in Teaching the Reading Skill in Teaching the Arabic Language Courses in Kingdom of Saudi Arabia: تحديد استراتيجيات مهارة القراءة المستخدمة في تعليم مقررات اللغة العربية بالمملكة العربية السعودية." مجلة العلوم التربوية و النفسية 5, no. 26 (July 28, 2021): 126–05. http://dx.doi.org/10.26389/ajsrp.r140221.

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This study aimed at identifying the instructional strategies used in teaching the reading skill in teaching the Arabic language courses in Kingdom of Saudi Arabia at the different grades of the elementary, intermediate and secondary stages. To achieve this aim, the survey method was used by surveying the literature and related studies that dealt with methods of teaching the reading skill. The results of the study revealed some strategies that are suitable for the reading skill and its aims in education in Kingdom of Saudi Arabia. These strategies are the correct reading skill and the quality of the reading performance, the strategies of vocabulary acquisition, and the strategies of reading comprehension skill and its analysis and evaluation. The study recommended conducting similar studies that deal with identifying the strategies suitable for teaching the other Arabic language skills: writing, speaking and listening.
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O. Alsheikh, Negmeldin, and Kouider Mokhtari. "An Examination of the Metacognitive Reading Strategies Used by Native Speakers of Arabic When Reading in English and Arabic." English Language Teaching 4, no. 2 (June 1, 2011): 151. http://dx.doi.org/10.5539/elt.v4n2p151.

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This study examined the metacognitive awareness and reading comprehension strategies used by advanced proficiency ESL readers whose native language is Arabic. The study looked at the perceived use of reading strategies by Arabic native speakers in Arabic and English and their actual use of these strategies in reading academic texts in the two languages. The goal was to compare the reading strategy profiles of Arabic native speakers in English and Arabic through quantitative means using a self-report survey of strategy use (n=90), and qualitative means using a think-aloud protocol with a subset of the original sample (n=10). The topic and research questions are pertinent because they add to a relatively small database showing Arabic native speakers rely heavily on reading strategies in their L2 than when reading in their L1.
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Gottardo, Alexandra, Norah Amin, Asma Amin, Redab Al-Janaideh, Xi Chen, and Johanne Paradis. "Word reading in English and Arabic in children who are Syrian refugees." Applied Psycholinguistics 41, no. 6 (August 11, 2020): 1305–28. http://dx.doi.org/10.1017/s014271642000034x.

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AbstractWord reading is a fundamental skill in reading and one of the building blocks of reading comprehension. Theories have posited that for second language (L2) learners, word reading skills are related if the children have sufficient experience in the L2 and are literate in the first language (L1). The L1 and L2 reading, phonological awareness skills, and morphological awareness skills of Syrian refugee children who speak Arabic and English were measured. These children were recent immigrants with limited L2 skills and varying levels of L1 education that was often not commensurate with their ages. Within- and across-language skills were examined in 96 children, ages 6 to 13 years. Results showed that phonological awareness and morphological awareness were strong within-language variables related to reading. Additionally, Arabic phonological awareness and morphological processing were strongly related to English word reading. Commonality analyses for variables within constructs (e.g., phonological awareness, morphological awareness) but across languages (Arabic and English) in relation to English word reading showed that in addition to unique variance contributed by the variables, there was a high degree of overlapping variance.
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E. Keller, Clayton, and Hadeel H. Abuelhassan. "Improving Reading Comprehension for Students with ADHD." World Journal of Educational Research 2, no. 1 (September 6, 2015): 44. http://dx.doi.org/10.22158/wjer.v2n1p44.

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<p><em>Students with Attention Deficits Hyperactive Disorder (ADHD) have difficulties in reading comprehension. This paper reviews literature on how deficits in three types of attention (coming to attention, selective attention, and sustain attention) affect reading comprehension. In addition, the paper reviews three strategies for reading comprehension that follow Self-Regulation Strategy Development </em><em>(</em><em>SRSD</em><em>)</em><em> model (RQ, TWA, and TWA-WS). The strategies are designed for students with ADHD. The paper argues that TWA is more effective than RQ because it helps students with ADHD use the three types of attention more effectively while reading. Finally, the paper calls for more research that examine the effect of TWA strategy using SRSD model in the Arab world. This is because students who speak Arabic as a first language are different from students who speak English as a first language in terms of the structure of the two languages (i.e. there are two versions of Arabic: Dialect and Standard). </em></p>
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Mauludiyah, Lailatul. "Oral Reading Fluency (ORF) Method to Improve Arabic Reading Comprehension." LISANIA: Journal of Arabic Education and Literature 4, no. 2 (December 31, 2020): 127–39. http://dx.doi.org/10.18326/lisania.v4i2.127-139.

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The purpose of this study was to describe the use of the Oral Reading Fluency (ORF) method and to show the effectiveness of its use in Arabic reading at Muhamamdiyah University Malang. The method used in this research was descriptive quantitative with the Arabic education department students as the objects. The instruments used for the data collection were questionnaire and observation sheet, while the data analysis used the percentage of student responses. This research was conducted on four meetings. Each meeting had different text with a range of 125 - 140 words and a different final evaluation. This method implements a bear-back manner of reading quickly and at a specified time. The results of this study indicated that the ORF method is very helpful for students to be able to read Arabic texts fluently and accurately. It is proven that 50% of students give positive response to the application of this method. This method can also help improve the ability to understand the contents of Arabic text which has been one of the problems in learning Arabic language skills. It was proven that at the end of the meeting 85% of students completed the material with perfect scores.
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Rabia, Salim Abu, and Abedalhakeem Salfeety. "Reading in Arabic Orthography: The influence of Short Vowels on Reading Accuracy and Comprehension of Poor and Normal Arabic Readers." JOURNAL OF ADVANCES IN LINGUISTICS 5, no. 2 (February 23, 2015): 723–35. http://dx.doi.org/10.24297/jal.v5i2.2848.

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Research conducted on strategies aimed at improving reading skills and comprehension among Arabic readers (Abu Rabia, 1997, 1998) reported on the contribution, of the addition of short vowels to Arabic texts, to both the acquisition of proper reading skills during early childhood, and to better reading comprehension among all ages. The findings were considered controversial. Such a determination can have important implications for both local and national educational policies seeking the improvement of reading skills and comprehension among Arabic readers of all ages. In this study, 60 native Arabic speakers, 12 years old were sampled from school in northern Israel. They were divided into two equal groups of 30 normal and 30 poor readers, based on their average grade point average in the Arabic Language subject. The results indicated that the vocalization of Arabic texts significantly improved both reading accuracy and comprehension among all participants, whether normal or weaker readers. Further, despite the very noticeable difference between reading abilities among the two groups (regular and weak readers) at the outset, on the average we found that the addition of short vowels helped both groups acquire basic reading skills. The findings indicated that the use of vocalized texts helps readers achieve higher reading comprehension levels among all types of readers.
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Ashwaq Abdullah Fahad Alharbi, Khdijah Mohamad Omar Haji, Ashwaq Abdullah Fahad Alharbi, Khdijah Mohamad Omar Haji. "The essential language needs to develop the performance of female Arabic language teachers in light of the Professional Licensing Standards document for teachers in Saudi Arabia from the viewpoint of teachers and supervisor in Madinah: الاحتياجات اللغوية اللازمة لتطوير أداء معلمات اللغة العربية في ضوء وثيقة معايير الترخيص المهني للمعلمين بالسعودية من وجهة نظر معلماتها ومشرفاتها بالمدينة المنورة." مجلة العلوم التربوية و النفسية 5, no. 29 (August 29, 2021): 1–38. http://dx.doi.org/10.26389/ajsrp.r300521.

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The study aimed at identifying the essential language needs to develop the performance of female Arabic language teachers in light of the document Standards for Professional Licensing for teachers in Saudi Arabia from the viewpoint of teachers and supervisors in Madinah. To achieve this, we have followed a descriptive survey approach where we designed a questionnaire to determine the language needs of female Arabic language teachers. The questionnaire was applied to a sample of female Arabic language teachers and supervisors in the Medina area, Their number reached (756), including (735) female teachers and (21) supervisors, using statistical software (SPSS). The results of the survey demonstrated (73) essential language need to develop the performance of female Arabic language teachers, distributed in the two fields: language skills and linguistics. The results showed also that the overall degree of the language needs I got an overall average (4.15 out of 5), i.e. with a (high) degree, and at the level of the two main areas; (The domain of language skills) got an average of (4.30) with a degree (very large), and it came in first place (the axis of speaking and reading in a correct and sound language, with an average of (4.42), followed by (the axis of proper written expression and taking into account correct spelling with an average of (4.25), then It is followed by (the axis of comprehension of the audio and reading text, with an average of (4.24), all of which are in degrees (very large), while (the field of linguistic sciences skills) got an arithmetic average of (4) with a degree (large), while the axes of the field came in first place, the axis (Grammar). And morphology) with an average of (4.36), to a degree (very large), followed by the (Literature) axis with an average of (3.99), then the (Rhetoric and Criticism) axis with an average of 3.98, then the (Linguistics) axis with an average of 3.96, and came in the last rank (The performances and rhyme averaged (369), all with a degree of appreciation (high). and there were no statistically significant differences between the female teachers ’and supervisors’ views on those needs. Also, there are no statistically significant differences between the responses of female Arabic language teachers concerning language needs due to two variables: years of experience, and the educational level in all units, except for the comprehension of the audio and readable text unit that is attributed to the variable of years of experience in favor of experienced teachers (from 5-10) years. While the comprehension of the audible and read text, and literature units were attributed to the variable of the educational level in favor of female secondary school teachers. Based on the results, the researchers recommended programs for training female Arabic language teachers and designing professional development programs in line with language needs, and engaging female Arabic language teachers in determining the language needs necessary to develop their professional performance in a way that enables them to perform their future roles with high efficiency.
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TIBI, SANA, JAMIE L. TOCK, and JOHN R. KIRBY. "The development of a measure of root awareness to account for reading performance in the Arabic language: A development and validation study." Applied Psycholinguistics 40, no. 2 (November 16, 2018): 303–22. http://dx.doi.org/10.1017/s0142716418000589.

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ABSTRACTMorphological awareness (MA) is an important predictor of reading outcomes in different languages. The consonantal root is a salient feature of Arabic lexical structure and critical to MA. The goals of this study were to (a) develop a measure of root awareness (RA) as one dimension of MA in Arabic, and (b) validate the RA measure by predicting reading outcomes in an Arabic population. A set of RA items was administered to 194 Arabic-speaking third-grade children. A one-factor model was specified using confirmatory factor analysis to examine the model fit of the RA measure. A structural equation model was then developed to examine the relation between the RA measure and important reading outcome measures including word reading, reading fluency, and reading comprehension. The results of these analyses indicated good model fit, and the RA measure accounted for a substantial portion of the variance in the outcomes. The establishment of the RA measure is an important preliminary step to efficiently assessing MA in Arabic and could serve as an integral tool for studying reading development.
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Dissertations / Theses on the topic "Arabic language Arabic language Reading comprehension"

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Salah, Shereen Maher. "The Relationship Between Vocabulary Knowledge and Reading Comprehension of Authentic Arabic Texts." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2508.pdf.

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Kweider, Nour Mohamad. "Reading comprehension among Arabic Heritage Language Learners and the Simple View of Reading model." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1591602.

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The Simple View of Reading model (SVR) was used as a theoretical lens to explore some of the reading comprehension issues and challenges faced by Arabic Heritage Language Learners (HLLs) in the United States. This study investigated which of the two SVR model components, decoding and linguistic comprehension, is a better predictor of Arabic reading comprehension among HLLs. The study also examined if the level of reading proficiency affected the way the two components predict Arabic reading comprehension. To answer these questions, 70 participants from four different levels (i.e., fourth through seventh grade levels) from a southern California heritage language school were tested on one reading comprehension measure, one linguistic comprehension measure (i.e., a listening comprehension measure), and two decoding measures, word reading scores and spelling.

Results revealed that both components, linguistic comprehension and decoding, were equally significant predictors of reading comprehension in the overall sample accounting for 62% of the variance in reading comprehension. Moreover, the sample was then split into more skilled readers and less skilled readers. In the sample of less skilled readers, both linguistic comprehension and decoding were significant predictors of reading comprehension accounting for 42% of the variance in reading comprehension, with the spelling measure (i.e., decoding) being a slightly stronger predictor. In the sample of more skilled readers, only linguistic comprehension was a significant predictor of reading comprehension. However, when the decoding measure, spelling, was replaced with a fluency component (i.e., a fluency measure based on the recorded reading time of participants), both linguistic comprehension and the fluency component were equally significant predictors of reading comprehension accounting for 53% of the variance in reading comprehension.

Finally, additional preliminary observations and speculations were presented suggesting that: 1) the HLLs’ linguistic abilities may be closer to the abilities of second language learners; 2) the linguistic comprehension of HLLs may be influenced by multiple factors such as diglossia, language deterioration, and low oral proficiency; and finally, 3) the intertwined relationship between spelling and reading appeared to provide further insight into the literacy development of HLLs.

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Alshammari, Hammad. "Effect of Time Constraint on Second Language Reading Comprehension." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1071.

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This study aimed to investigate the role of time constraint on second language reading comprehension via the recruiting of 47 Saudi participants who were learning English as a second language. Subjects shared similar level of English proficiency; all participants were in their third semester of English at Aljouf University, Saudi Arabia, at the time of data collection. Participants were divided into three time groups; limited (20 minutes), extended (30 minutes), and unlimited (40 minutes). In terms of stimuli, a reading text was adapted from a standard English proficiency exam, TOEFL. The text consisted of 699 words and was of moderate level in difficulty, calculated as between 8th and 9th grade for native English speakers; passive structures comprised 6% of the text. Questions were also divided into three groups to elaborate the effect of time constraint on each type of questions. The particulars of the study were as follows. Firstly, this study analyzed effect of time constraint on the overall performance on the TOEFL reading passage. Then, effect of time on the three groups, including vocabulary-based questions, literal comprehension questions, and higher order inferential questions. Results revealed that time constraint tends to be an affective factor in reading. In the overall comparison among the 3 different time groups, the unlimited time group showed the highest performance on the reading comprehension task. ii In view of the categories of questions, no significant difference was found on the vocabulary-based questions between time condition groups. The overall low vocabulary scores across groups and the lack of significant effect for time constraint suggest that extended time does not compensate for poor vocabulary knowledge. On the other hand, the unlimited time group demonstrated the best performance relative to the other two groups on the literal comprehension and higher order questions. Of all three categories, the higher-order questions were the most difficult for all three time constraint groups. Overall, the results of this study show that time given to the reading task significantly affects overall reading comprehension scores, but they also suggest that this effect varies in relation to the types of questions.
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Al-Qudairy, Abdullah H. A. "Using Arabic (L1) in testing reading comprehension in English (L2) as a foreign language." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5498.

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The purpose of this study was to investigate the effect of using Arabic (L1) as a language of questions and answers in testing reading comprehension in English (L2), and to explore student and teacher opinions about this. Both quantitative and qualitative methods were employed. To collect the quantitative data, one hundred and forty-four students were given a reading comprehension test. Both multiple-choice and short-answer questions were used. The subjects were second-year English department undergraduate Saudi students and final-year secondary school Saudi students. Other factors including gender and five reading sub-skills were considered. Twelve students and four English-language teachers participated in semi-structured interviews, the source of the qualitative data. The findings of this study indicate that, for the population, test types and test levels investigated, there is no clear case for having reading comprehension questions and answers in L1. The use of Arabic in the English reading comprehension tests did not improve the performance of students. Interview responses were mixed, but with no consensus in favour of Arabic. Limitations of this study are discussed, and recommendations for further research in testing reading comprehension in English as a foreign language are presented.
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Aweiss, Salem Issa. "The effects of computer-mediated reading supports on the reading comprehension and the reading behavior of beginning American learners of Arabic as a foreign language /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487847309052358.

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Ahmad, Nordin. "The development of Reading Comprehension skills in Arabic Language for non-native speakers : A comparative study of Arabic programme between International Islamic University Malaysia (LLUM) and School of Oriental and African Studies University of London (S." Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497196.

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Qandil, Mahmoud Ahmed. "The Effect of Text Structure and Signaling Devices on Recall of Freshman Arab Students." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331413/.

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The problem of this study was to examine the effect of text structure and signaling devices on immediate and delayed recalls of freshman Arabic-speaking students after reading a text. Subjects for the study were forty-five freshman Arabic-speaking students enrolled in three freshman English courses at a state university. All subjects were male students. The subjects-were chosen on a voluntary basis. The subjects were given the Reading Comprehension Section of the TOEFL. They were then divided into groups of good, average, and poor readers according to their performance on the TOEFL. Two well—organized passages of expository text with clearly identifiable top-level structure of problem/solution and appropriate reading levels were selected for the study. Two versions of each passage were adapted — one with the signaling devices included in the passage and the other with the signaling devices deleted. Each subject read one version of each of the two passages. The immediate and delayed recalls of the subjects were scored by an unbiased scorer. The scorer was an expert teacher of English to foreign students. Hypothesis I stated that good readers would be able to utilize the writer's rhetorical mode of the text at a significantly higher level than average and poor readers. This hypothesis was supported. The results of Chi square analysis was significant at the .03 level for immediate recall, and at the .01 level for the delayed recall. Hypothesis II stated that readers of each of the three groups who followed the original rhetorical mode of the text would recall significantly more information than those who failed to do so. This hypothesis was also supported. The results of the Two-way Analysis of Variance were significant at the .01 level for both immediate and delayed recalls. Hypothesis III stated that the students of all three groups would recall significantly more information from the passage with signaling devices than from the passage without signaling devices. This hypothesis was not supported. Signaling devices helped good and average readers to recall significantly more information, while the group of poor readers was not affected by the presence of these signaling devices. The findings suggest that training non-native speakers in identifying and utilizing different rhetorical structures might facilitate their reading comprehension. There is also a parallel need in writing instruction so that writers can . offer this facility to their readers.
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Al-Akeel, Abdulrahman I. "The acquisition of Arabic language comprehension by Saudi children." Boston Spa, U.K. : British Library Document Supply Centre, 1998. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.242353.

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Al-Akeel, Abdulrahman Ibraheem. "The acquisition of Arabic language comprehension by Saudi children." Thesis, University of Newcastle Upon Tyne, 1998. http://hdl.handle.net/10443/169.

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Studies of spoken Arabic language comprehension in children are few. This research obtained data on the developmental patterns, rate and order of acquisition of the comprehension of some morpho-syntactic structures for Saudi children as a basis for a criterion-referenced test. The structures tested were chosen from data collected by studying Saudi Child Directed Speech (CDS), similar Tests in English and from linguistic knowledge of Arabic structures. The CDS sample was collected from 12 Saudi fathers conversing with their children (8 boys and 4 girls) aged 2;4 to 5;6 years. This data was analysed in terms of the vocabulary, structure and function used. Saudi fathers were found to use discourse function used by parents speaking other languages when addressing their children but in different frequencies. Fathers' language complexity was found to increase as their children got older. The comprehension of morpho-syntactic structures by Saudi children was tested through a language comprehension test that was designed for the purpose of this research. The test consisted of sixty three pictures testing twenty-one morpho-syntactic structures and six miniature toys to test children's comprehension of three structures. The test incorporated a naming test to establish the dialect forms familiar to each child, a speech discrimination screening to screen children's hearing and a vocabulary pre-test to ensure that children have comprehension of the target lexical items used in the test. Test materials were designed in a way to suit the Saudi culture. The test was performed in Saudi on 120 Saudi children ranging between 3;0 and 6;0 years of age and were 60 boys and 60 girls attending three nursery schools in Riyadh. Subjects were grouped into six groups according to their age: 3;0 to 3;5, 3;6 to 3;11, 4;0 to 4;5, 4;6 to 4;11, 5;0 to 5;5, and 5;6to 5;11 years of age. Ten boys and ten girls were tested in each age group. Results showed that gender did not affect children's results. Significant test sensitivity to age was found. Nearly half of the structures were sensitive to age while the other structures were not. An order of acquisition according to structures' difficulty was established. The age group at which every structure develops was judged by using a 60% passing criterion. The agreement between test and re-test was shown to be high, indicating that the test was reliable. A comparison was made between frequencies of structures found in the CDS study and age of acquisition in the comprehension test. An error analysis of the tested morpho-syntactic structures was obtained by analysing children's performance on every item used. Children's errors on these items were interpreted on the basis of the competition model and several patterns differed from findings in other languages. Children were found to use previously reported comprehension strategies such as world knowledge when interpreting some of the tested morpho-syntactic structures. The way children interpreted structures that require the comprehension of gender and number inflections is reported. Younger children were found to be guided more by their lexical knowledge, while older ones relied on both lexical and syntactic knowledge. While Saudi children were found to use well-established comprehension strategies such as world knowledge, they also demonstrated strategies for understanding gender and number inflections which have not been previously reported. Gender and number inflections were modified in some of the fathers' utterances in the CDS in a way that violates the rules of Arabic grammar.
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Farran, Lama K. "The Relationship between Language and Reading in Bilingual English-Arabic Children." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/ece_diss/13.

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ABSTRACT THE RELATIONSHIP BETWEEN LANGUAGE AND READING IN BILINGUAL ENGLISH-ARABIC CHILDREN by Lama K. Farran This dissertation examined the relationship between language and reading in bilingual English-Arabic children. The dissertation followed a two chapter Review and Research Format. Chapter One presents a review of research that examined the relationship between oral language and reading development in bilingual English-Arabic children. Chapter Two describes the study that examined this same relationship. Participants were 83 third-, fourth-, and fifth-grade children who attended a charter school in a large school district in the Southeastern portion of the US. The school taught Arabic as a second language daily in the primary and elementary grades. This cross-sectional quantitative study used norm-referenced assessments and experimental measures. Data were analyzed using simultaneous and hierarchical regression to identify language predictors of reading. Analysis of covariance was used to examine whether the language groups differed in their Arabic reading comprehension scores, while controlling for age. Results indicated that phonological awareness in Arabic was related to phonological awareness in English. However, morphological awareness in Arabic was not related to morphological awareness in English. Results also revealed that phonological awareness predicted word reading, pseudoword decoding, and complex word reading fluency within Arabic and English; morphological awareness predicted complex word reading fluency in Arabic but not in English; and vocabulary predicted reading comprehension within Arabic and English. Further analyses indicated that children with high vocabulary differed from children with low vocabulary in their reading comprehension scores and that this difference was driven by children’s ability to read unvowelized words. Consistent with the extended version of the Triangle Model of Reading (Bishop & Snowling, 2004), the results suggest a division of labor among various language components in the process of word reading and reading comprehension. Implications for research, instruction, and early intervention with bilingual English-Arabic children are discussed.
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Books on the topic "Arabic language Arabic language Reading comprehension"

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Mukawwināt al-qirāʼah al-manhajīyah lil-nuṣūṣ: Al-marjiʻīyāt, al-maqāṭiʻ, al-ālīyāt, tiqniyāt al-tanshīṭ. al-Dār al-Bayḍāʼ: Dār al-Thaqāfah lil-Nashr wa-al-Tawzīʻ, 1998.

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Saleh, Mohi El-Din. Learning Arabic: A step-by-step approach to reading and writing Arabic. Indianapolis, IN, U.S.A: American Trust Publications, 1988.

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author, Korica Nevenka, ed. Media Arabic: A coursebook for reading Arabic news = [Lughat wasāʼil al-iʻlām al-ʻArabīyah]. Cairo: American University in Cairo Press, 2014.

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Ummat iqraʼ lā budda an taqraʼ: Al-qirāʼah mafhūmuhā, ahammīyatuhā, anwāʻuhā, asbāb ... 2nd ed. Ṣanʻāʼ: Maktabat Khālid ibn al-Walīd, 2010.

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Shāhīn, ʻAbd al-Ṣabūr. Athar al-qirāʼāt fī al-aṣwāt wa-al-naḥw al-ʻArabī: Abū ʻAmr ibn al-ʻAlāʼ. al-Qāhirah: Maktabat al-Khānjī, 1987.

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Behlim, Shabbir Ahmad. Yassar-nal-Qurʾan. Des Plaines, IL: Library of Islam, 2003.

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Behlim, Shabbir Ahmad. Yassar-nal-Qurʾan. Des Plaines, IL: Library of Islam, 2003.

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Nadia, Harb, ed. Building Arabic vocabulary through reading: For advanced students of MSA. Cairo: American University In Cairo Press, 2013.

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al-Tajrīd li-muʻjam muṣṭalaḥāt al-tajwīd. al-Riyāḍ: Dār al-Ḥaḍārah lil-Nashr wa-al-Tawzīʻ, 2008.

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English Language Teaching Unit) Symposium on Problems in Reading for Arabic-Speaking Students (1987 Jāmiʻat Qaṭar. Problems in Reading for Arabic-Speaking Students: Papers from the Symposium presented by the English Language Teaching Unit of the University of Qatar, 10 to 12 March 1987. Doha: Qatar University, English Language Teaching Unit, 1989.

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Book chapters on the topic "Arabic language Arabic language Reading comprehension"

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de Graaf, Anneke. "Challenges in Developing Standardized Tests for Arabic Reading Comprehension for Secondary Education in the Netherlands." In Challenges in Language Testing Around the World, 181–89. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4232-3_13.

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Azzam, Rima. "Orthography and Reading of the Arabic Language." In Reading and Writing Disorders in Different Orthographic Systems, 203–18. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-1041-6_12.

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Funder Hansen, Gunna. "Word Recognition in Arabic: Approaching a Language-Specific Reading Model." In Literacy Studies, 55–76. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8545-7_3.

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Pae, Hye K. "Conclusion: Convergence or Divergence between the East and the West?" In Literacy Studies, 219–29. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55152-0_12.

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Abstract This chapter briefly reviews language as a cultural tool and claims written language or script to be the influential force that runs cognition and culture. As an extension of the linguistic relativity hypothesis, script relativity is considered to be the engines and underpinnings of our cognition, everyday problem-solving strategies, and overarching culture as the consequence of accommodated brain pathways upon reading. The mixed-script advantage is also discussed. Uni-script use has evolved to the use of bi-scripts or multi-scripts, as in Chinese with Pinyin and Japanese multi-scripts as well as the recent adoptions of Hindi-English bilinguals’ Romanagari, Aralish that is used to supplement Arabic, and the Greeks’ additional use of Greeklish. As the results of the co-use of words and images, the adoption of bi-scripts or multi-scripts, and a mixture of digital and paper-based texts, more convergence as well as the state of complementarity and harmony between the East and the West are expected. The chapter ends with the notations of limitations of the book and recommendations.
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Mohamed, Salwa. "An Analysis and Levelling of Reading Texts Across Arabic Textbooks Based on the CEFR Proficiency Levels." In Trends and Developments for the Future of Language Education in Higher Education, 57–83. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7226-9.ch004.

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This chapter analyses the reading content in four prominent Arabic textbook series that are widely used in the UK and USA to assess their reading proficiency progression. The reading texts in each series are analysed using the Dutch CEFR grid and assigned a level as per the CEFR proficiency scale. The findings reveal that there is a lack of consistency among the different textbook series with regards to how reading proficiency is construed at different levels, especially at the intermediate and higher levels. The chapter concludes by highlighting that Arabic material developers, textbook writers, and teachers would benefit from consulting a recognized and systematic reference of proficiency such as the CEFR in developing a comprehensive view of language proficiency in Arabic that includes defining common thematic areas, most needed and suitable functions, and relevant linguistic features for each language proficiency level.
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Sadiqi, Fatima. "Women and the codification and stabilization of the Arabic language." In Women in the History of Linguistics, 469–86. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198754954.003.0019.

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This chapter explores and documents women’s contributions to the codification and stabilization of the Arabic language from the fourth to the nineteenth centuries across the region that roughly corresponds to today’s Middle East and North Africa (MENA) and Spain. Using the acknowledged sources of the Arabic language, namely pre-Islamic poetry, the oral and written process of transmitting the Qur’ân (holy book of Muslims) and Ḥadīth (Prophet Muhammad’s sayings and deeds), and consolidating practices such the construction of the language of Fiqh (Islamic jurisprudence) and the teaching of Arabic, this chapter presents and reads women’s contributions to the codification and stabilization of Arabic as both direct and indirect. These readings are based on the linguistic value of women’s contributions and the contextualization of their legacy within an overall comprehensive Arab-Islamic patriarchy where women’s contributions helped establish the male canon in linguistic studies more than they served women as individual constructors of the Arabic language.
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Makouar, Nadia. "Corpus linguistics and critical reading and thinking." In The Routledge Handbook of Arabic Second Language Acquisition, 225–48. Routledge, 2018. http://dx.doi.org/10.4324/9781315674261-12.

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Badawi, Elsaid. "In the quest for the Level 4+ in Arabic: training Level 2–3 learners in independent reading." In Developing Professional-Level Language Proficiency, 156–76. Cambridge University Press, 2002. http://dx.doi.org/10.1017/cbo9780511606465.009.

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Milton, James, and Khaled Alhazmi. "The Effect of Arabic Word Structure and L1 Reading Processes on the Structure of the English L2 Lexicon." In First Language Influences on Multilingual Lexicons, 53–66. Routledge, 2020. http://dx.doi.org/10.4324/9780429031410-5.

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Scappettone, Jennifer. "‘Fog is My Land’: A Citizenship of Mutual Estrangement in the Painted Books of Etel Adnan." In Reading Experimental Writing, 15–50. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474440387.003.0002.

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In a 1989 essay titled “To Write in a Foreign Language,” Etel Adnan describes the trajectory of her relationship to Arabic, a language associated with shame and sin in the context of her French convent education in Beirut, but which her Syrian father had her copy by rote from an Arabic-Turkish grammar as a desperate means of recuperation. Her family’s common languages were Turkish and French; Adnan acquired knowledge of Arabic writing through a channel more somatic than semantic. During the Algerian war of independence, when a dream of Arab unity emerged, Adnan’s attitude to the languages of her inheritance changed: “I didn’t need to write in French anymore, I was going to paint in Arabic.” How does this dream constitute itself in Adnan’s poetry and painting? And how are readers to parse the sometimes unintelligible sign systems that result? This chapter will explore the geopolitical implications of Adnan’s “xenoglossic” poetics, which sporadically merges the mediums of writing and painting in folded leporello books, to contemplate how her practices of transcription and supralinguistic gesture enable us to revise reigning discursive categories of cultural nativity and solidarity, citizenship and statelessness.
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Conference papers on the topic "Arabic language Arabic language Reading comprehension"

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Al-Khalifah, Kholod S., and Hend S. Al-Khalifa. "The Effect of Arabic Language on Reading English for Arab EFL Learners: An Eye Tracking Study." In 2011 International Conference on Asian Language Processing (IALP). IEEE, 2011. http://dx.doi.org/10.1109/ialp.2011.18.

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Hussein, Shifaa, and Abed Salih. "The Process of Retrieval in the Comprehension of Arabic Discourse." In مؤتمرات الآداب والعلوم الانسانية والطبيعية. شبكة المؤتمرات العربية, 2021. http://dx.doi.org/10.24897/acn.64.68.29720212.

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The current study aims at finding out how retrieval of discourse takes place during the process of comprehension. It is hypothesized that the process of retrieval is relative among language users in its capacity and ways. Most important , it is also hypothesized that this process is patterned in nature and such pattering is also relative from one language user into another. In other words, language users look for different patterns when comprehending discourse. The above aim and hypotheses have been verified through an experiment conducted on 100 secondary school students. The subjects are asked to read an Arabic story and a mathematic text. Then , those participants are asked to answer a questioner conducted for the study to see how they could retrieve the materials given. McDermott and Roediger model (2021) of analysis has been proposed as the model of comprehension adopted in this study. It is concluded that subjects look for specific patterns in the discourse in order to memorize and retrieve the data chosen. These patterns could be : rhematic, schematic, relevance, enjoyment, distinctiveness, familiarity, and linguistic. It is, also, found out that there are different factors which affect the process of retrieval including : interest, background knowledge, subjects capacity, emotions and frequency of repetition.
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Hannah, Neng, Husnul Qodim, Ramdani Wahyu Sururie, and Robbi Rahim. "Flash Multimedia Application: An E Learning Arabic Language for Mastering Fluency in Reading the Qur'an." In 2019 7th International Conference on Cyber and IT Service Management (CITSM). IEEE, 2019. http://dx.doi.org/10.1109/citsm47753.2019.8965412.

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