Journal articles: '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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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 (SRSD) 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).

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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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Kaskosh, Eman, and Asaid Khateb. "Implementing Meta-cognitive Learning Strategies to Improve Intertextual Arabic Comprehension Competences: An Intervention Study Among Arabic-speaking Tenth Graders." Theory and Practice in Language Studies 11, no. 7 (July 1, 2021): 757–67. http://dx.doi.org/10.17507/tpls.1107.01.

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Intertextual understanding is a complex cognitive process that involves linguistic and cognitive skills together with the application of appropriate learning strategies, in order to understand the implicit meaning of the text. To foster intertextual skills among the learner as a habit of thinking, the present study made use of meta-cognitive learning strategies, due to their pedagogical benefits demonstrated in previous studies. Based on experimental research, the aim of the study was to examine to what extent the use of meta-cognitive learning strategies (as opposed to traditional methods) will lead to improved intertextual skills among tenth graders, and how it affects the understanding of intertextual texts. An intervention group (n=27) and a control group (n=27) from the same school were instructed during twelve weeks: the intervention group was taught using meta-cognitive strategies, while the control group was taught using classic ones. The findings indicated a significant improvement in the general score of reading comprehension in the intervention group, that involved three of four intertextual skills. The study recommends the usage of meta-cognitive instruction strategies in reading comprehension lessons.

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MIDHWAH, ALI AL, and MOHAMMAD T. ALHAWARY. "Arabic Diacritics and Their Role in Facilitating Reading Speed, Accuracy, and Comprehension by English L2 Learners of Arabic." Modern Language Journal 104, no. 2 (June 2020): 418–38. http://dx.doi.org/10.1111/modl.12642.

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Sover, Arie, and Giohgah Nur El Din. "The relation between teaching the Arabic language using humour and reading comprehension at Elementary School in the Arab Sector in Israel." European Journal of Humour Research 6, no. 3 (November 13, 2018): 94. http://dx.doi.org/10.7592/ejhr2018.6.3.sover.

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This research examines the extent to which the integration of humorous literary texts in teaching the Arabic language affects achievement in reading comprehension among Grade 4 pupils in the Arab sector in Israel. This research is the first one in the field. Research on the integration of humour in the study of Arabic language as first language does not exist so far. There are very few studies dealing with the integration of humour in the learning process of Arabic as a second language (only three were found). Hence, there are no studies dealing with the integration of humour in the educational field in the Israeli Arab sector. The research took place in one school in the Bedouin sector in the South of Israel. It was based on one experimental class and one control class The study examined the level of the pupils’ knowledge in all components of comprehension: explicit and implicit content, interpretation and integration, evaluating texts and drawing conclusions. The experimental classes studied six humorous stories whereas the control classes studied six stories without humour. The results of the experiment show that the achievements of pupils who learned comprehension using humorous stories was much higher than those in the control classes. In addition, a more positive learning environment was reported in the experimental classes.

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Abbott, Marilyn. "An Introspective Study of Arabic and Mandarin-Speakers’ Reading Comprehension Strategies." TESL Canada Journal 28, no. 1 (November 3, 2010): 14. http://dx.doi.org/10.18806/tesl.v28i1.1058.

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Little L2 reading strategy research has explored the effect of linguistic and cross-cultural differences on strategic reading habits. This study attempted to fill this void by examining the reading strategies that Arabic and Mandarin speaking immigrants employed when reading and answering Canadian Language Benchmarks Assessment reading comprehension items. A chi-square analysis of their bottom-up and top-down strategy use revealed that the Mandarin-speakers used bottom-up strategies significantly more than expected, whereas the Arabicspeakers used top-down strategies more than expected. The findings of the study are discussed in the light of earlier research, and some preliminary implications for reading strategy instruction, strategy training studies, and test development practices are suggested.

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Jiang, Xiangying. "English Spelling Knowledge and Word Reading Skills of Arabic and Japanese ESL Learners." Studies in English Language Teaching 6, no. 3 (June 26, 2018): 186. http://dx.doi.org/10.22158/selt.v6n3p186.

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Previous research has demonstrated that L1 orthographic features and literacy experiences may influence some lower-level processing skills in L2 literacy development. The goal of this study is to expand understanding of this influence on the development of ESL word reading and spelling skills among a group of 49 intermediate-level Arabic learners of English as a Second Language (ESL) and a corresponding comparison group of 50 Japanese ESL learners. Data were collected on a spelling test, a reading comprehension test, and a series of word reading tasks which include reading words with a missing vowel, reading words with a missing consonant, reading a regular wordlist, and reading pseudo-words. The results indicated that at the same level of reading comprehension, the Japanese ESL group performed significantly better than the Arabic group on spelling and all the word reading measures except the accuracy and speed in reading words with a missing vowel. The study also found that the Arabic ESL learners were more adversely affected in both accuracy and speed of reading words with a missing consonant compared with reading words with a missing vowel. Furthermore, accuracy in reading words with a missing consonant was found to be the best predictor of reading comprehension for the Arabic group but for the Japanese group, spelling and accuracy in reading words with a missing consonant were both significant predictors of ESL reading comprehension. The findings were discussed in relation to previous research. Pedagogical implications were also addressed.

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Ziadat, Ayed H. "The Impact of Using VAKT Strategy on Oral Reading and Reading Comprehension Skills of Elementary Students with Dyslexia." International Journal of Learning, Teaching and Educational Research 20, no. 2 (February 28, 2021): 121–36. http://dx.doi.org/10.26803/ijlter.20.2.7.

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Dyslexia is a learning disability associated with a deficiency of spell, read, write, and recognize words. The key purpose of the study was to examine the desirable enhancing of oral reading and reading comprehension levels by testing the advantage of Visual, Auditory, Kinesthetic, and Tactile (VAKT) strategy on oral reading and reading comprehension among students with dyslexia registering at the governate source classroom. The study adopted a Quasi-experimental approach with the design of control and experimental groups and two measurement phases (pre and post-tests). The study assessed oral reading and reading comprehension levels by the diagnostic scale of Arabic language Basic skills. Thirty-nine subjects were drawn using the purposive sampling technique (control N=19 and experimental N=20), and the intervention VAKT technique was used for third-grade students with dyslexia for one semester consecutively followed by the post-assessment. The results revealed that the control group showed enhancement in comprehension reading and oral reading level, but less significant than the experimental group. Thus, VAKT is a sufficient approach to advance the comprehension reading and oral reading levels of students with dyslexia. The study findings contribute to motivating VAKT strategy using for students representing dyslexia for the sake of reading learning. Further, the study contributes to implementing VAKT in Arabic language learning settings. The researcher recommends considering learning style, motivation, and settings in future studies.

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Abu Rabia, Salim, and Ekhlas Hijjazi. "The Role of Vowelization in Reading Comprehension of Different Arabic Genres." Journal of Psycholinguistic Research 49, no. 6 (March 30, 2020): 935–54. http://dx.doi.org/10.1007/s10936-020-09696-6.

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Dillon, Anna, Geraldine Chell, Jase Moussa-Inaty, Kay Gallagher, and Ian Grey. "English Medium Instruction and the potential of translanguaging practices in higher education." Translation and Translanguaging in Multilingual Contexts 7, no. 2 (July 19, 2021): 153–76. http://dx.doi.org/10.1075/ttmc.00068.dil.

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Abstract In the UAE, although Arabic is the first and official language (L1), English has become the medium of instruction and the language of discourse in higher education in most subject domains. The pedagogical implications of English Medium Instruction (EMI) in the specific context of higher education in the UAE are not well understood, and research is needed to establish what kinds of support speakers of English as a second or additional language (L2) might need to fully access content knowledge in English without burdening learning. Our empirical work hypothesizes that learning content through L2 may lead to more favourable results if the L1 is explicitly drawn upon as a resource in addition to the L2. This study provided undergraduate students with learning materials in three experimental conditions (Arabic-only, English-only, and dual language). Students’ performance was then assessed in three areas of linguistic competence, namely translation into Arabic of a list of English words and phrases, comprehension of an English written text, and translation into Arabic of English words and phrases in context. A series of one way ANOVAs and post-hoc comparisons were carried out to determine differences between the three conditions. The study confirms that overall, for students with an intermediate language level, the presentation of dual language reading materials has a greater impact on their outcomes in comparison with the presentation of reading materials in the L1 or L2 only. This highlights the critical need for raising awareness of translanguaging practices in EMI contexts.

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Ali, Nooraihan, Mohd Hilmi Abdullah, and Asyraf Ab Rahman. "Penilaian Keberkesanan Modul Pembelajaran Kendiri Strategi Pemahaman Membaca Teks Bahasa Arab (MPK SPMBA) Untuk Pelajar Pengajian Islam Di Institusi Pengajian Tinggi." Jurnal Islam dan Masyarakat Kontemporari 21, no. 1 (April 26, 2020): 20–37. http://dx.doi.org/10.37231/jimk.2020.21.1.437.

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Penggunaan strategi kemahiran membaca di kalangan pelajar adalah salah satu faktor yang menyumbang kepada pencapaian akademik pelajar dalam bidang pengajian mereka. Walau bagaimanapun, banyak kajian menunjukkan bahawa penggunaan strategi kemahiran membaca dalam kalangan pelajar pengajian Islam adalah mengecewakan. Oleh itu, tujuan kajian ini adalah untuk menilai keberkesanan modul pembelajaran kendiri strategi pemahaman membaca teks bahasa Arab yang telah dibangunkan untuk membantu mereka menguasai kemahiran membaca bahasa Arab dengan lebih berkesan. Modul ini telah direka dan dibangunkan untuk membantu pembaca meningkatkan kepantasan dan ketepatan memahami bacaan bahasa Arab, untuk kegunaan pelajar, guru atau pembaca yang telah mempunyai asas bahasa Arab seperti asas nahw, sarf dan balaghah. Pengajaran strategi membaca dalam modul tersebut diadaptasi daripada strategi membaca SQ3R (survey, question, read, recite and review). Instrumen kajian yang digunakan adalah sebuah modul pembelajaran kendiri strategi pemahaman membaca bahasa Arab yang dikenali sebagai MPK SPMBA, dan ujian pencapaian yang terdiri daripada satu set soalan ujian pra kefahaman teks dan satu set solan ujian pasca kefahaman teks, dan satu set soal selidik penggunaan strategi membaca yang diuji selepas ujian pra kefahaman dan pasca kefahaman teks. Data dianalisis menggunakan ujian t untuk menunjukkan perbezaan antara pemboleh ubah kajian menggunakan program SPSS-Windows versi 20.0. Penemuan kajian menunjukkan bahawa penggunaan MPK SPMBA mempunyai kesan positif dalam meningkatkan kepantasan dan ketepatan pemahaman bacaan teks bahasa Arab dalam kalangan peserta kajian. Penggunaan modul pembelajaran kendiri ini adalah relevan dengan tuntutan Dasar Pendidikan Nasional Malaysia yang bertujuan untuk " memastikan setiap murid Islam berpeluang mengikuti Pendidikan Islam dan bahasa Arab yang berkualiti". The use of reading skills strategies among students is one of the factors contributing to students' reading and academic achievement in their field of study. However, many studies show that the use of reading skills strategies among Islamic students is disappointing. The purpose of this study is therefore to evaluate the effectiveness of a self-study module on Arabic language reading comprehension strategies that have been developed to help them master Arabic reading skills more effectively. The module is called the Self-Learning Module of Arabic Reading Comprehension Strategy (MPK SPMBA). This module has been designed and developed to help readers improve their reading speed and accuracy in reading Arabic material. The MPK SPMBA is specially designed for students, teachers or readers with basic Arabic language such as the basics of nahw, sarf and balaghah. It comes with the teaching of reading strategies adapted from the SQ3R reading strategies (survey, question, read, recite and review). The research instrument used in this study is a module known as the MPK SPMBA and achievement test consisting of two sets of text comprehension test questions, pre and post test, and a set of questionnaire using the reading strategy tested before the pre and post test. text comprehension. Data were analyzed using t-test to show differences between study variables using SPSS-Windows program version 20.0. The findings of the study indicate that the use of SPMBA MPK has a positive effect on improving comprehension and reading speed of Arabic texts among study participants. The study's findings suggest that the MPK SPMBA should be used as a self-directed teaching tool in enhancing the ability of Islamic students to understand Arabic text reading more accurately and quickly. The use of this self-learning module is relevant to the demands of the Malaysian National Education Policy which seeks to "ensure that every Muslim student has the opportunity to pursue quality Islamic Education and Arabic".

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Hasyim, Mohamad Yusuf Ahmad. "The Effectiveness of Problem-Based Learning on Advanced Reading Comprehension Skill in Online Arabic Language Teaching." LISANIA: Journal of Arabic Education and Literature 5, no. 1 (June 29, 2021): 1–18. http://dx.doi.org/10.18326/lisania.v5i1.1-18.

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Reading proficiency is considered as one of the language skills that must be mastered by prospective Arabic educators or practitioners. Besides, in the era of industry 4.0, students not only require core competencies from the field of study they are studying but also have a lifelong character of a learner. The conditions found in the field, as well as in previous studies, showed that learning in higher education currently tends to be centred on lecturers rather than on the students. This study aims to examine the effectiveness of the implementation of a student-centred learning method in the form of a problem-based learning method with seven-jumps (seven-steps) approach in increasing the reading proficiency in Arabic. The subjects of this research were 50 people of Muthala’ah Mukatsafah class, and the test and non-test were employed as instruments. The reading proficiency test prepared by the researcher was used to figure out the subjects’ reading ability. Meanwhile, the subjects’ characters or soft skills were measured through a non-test instrument in the form of a questionnaire. The design applied in this study was a group design (one group pretest-posttest design). The data analysis was performed through a significance test before and after treatment. The results show that there are differences in the subjects’ advanced reading proficiency level as well as an increase in empathy soft skill before and after the implementation of the learning method.

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Abbasian, Marjan R., and Israa B. Azeez. "The Effect of Using Flipped Class on Teaching Reading Comprehension at Cihan University." Cihan University-Erbil Journal of Humanities and Social Sciences 5, no. 1 (June 30, 2021): 101–5. http://dx.doi.org/10.24086/cuejhss.v5n1y2021.pp101-105.

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Reading comprehension is one of the important skills of language learning. It is believed that teaching with flipped class is more effective and comes out with more positive outcomes than the traditional class teaching. Thus, this study aims to explore the effect of flipped class on improving reading comprehension skills for Kurdish and Arabic EFL at Cihan University-Erbil. The main question of this study is to figure out whether implementing flipped class on EFL will improve their reading comprehension skills? Will it develop the students reading abilities including both levels ‘elementary and intermediate’? In addition, to which level of students is more applicable? According the mentioned questions, it is presupposed that flipped class has more positive results in teaching reading Comprehension skills than the tradition class. This is due to the fact that the student will have access to online facilities and internet to gain further information about the topic before the class. Thus, it is assumed that it will improve Kurdish and Arabic EFL reading comprehension skills including both levels ‘Elementary and intermediate’. However, it is presumed that the flipped class will have a greater impact on intermediate level than on Elementary level.

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Alharbi, Bader. "The Impact of Glossed Texts on Reading Comprehension among Tertiary Saudi Students." English Language Teaching 11, no. 3 (February 22, 2018): 153. http://dx.doi.org/10.5539/elt.v11n3p153.

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The purpose of this study is to explore the existing effect of gloss conditions on reading comprehension and vocabulary understanding of learners in the context of English as a foreign language. The study composed of 72 male students aged between 19 and 21 years selected from Qassim University in Saudi Arabia. The participants were divided into four groups, namely; L1 Arabic gloss, L2 English gloss, a combination of L1 and L2, and the last group with no gloss. Results and findings of the study revealed a significant difference regarding the comprehension of the texts among the experimental groups when correlated with the control group. Additionally, there was no significant change noted regarding performance among the experimental groups. Another finding indicated that the learners had a preference of L1 and L2 gloss over L1 gloss and L2 gloss types, with 93.03% of them preferring to read glossed texts. Overall, these ﬁndings suggest that the gloss and no conditions were significantly distinct. This research results will be beneficial for future studies that are interested in developing reading comprehension of EFL learners.

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Mustafa, Mustafa. "Dinamika Metode Pembelajaran Bahasa Arab." Loghat Arabi : Jurnal Bahasa Arab dan Pendidikan Bahasa Arab 1, no. 2 (January 5, 2021): 56. http://dx.doi.org/10.36915/la.v1i2.17.

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The method is one of the very important components of learning Arabic. It cannot be denied that the existence of methods greatly influences learning. One of the success factors of a learning process is a good method. The method is certainly supported by the competence of an educator in carrying it out. This paper aims to convey the dynamics of learning methods in a comprehensive manner. Some classical and modern methods that cannot be separated from learning Arabic, that is grammar and translation method, direct method, reading method, audio-lingual method. All of these methods are still quite relevant to learning Arabic in the contemporary context. Learning Arabic cannot be separated from the translation process with the appropriate language rules. The same is true for the direct method, reading dan practice of listening and speaking the language.

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Rowaida Harbi Al-Saraj, Rowaida Harbi Al-Saraj. "The Influence of Using Narrative Method Through on the Enhancement of Reading Comprehension Skills in Arabic Language Among Second Grade Students: أثر استخدام أسلوب السرد القصصي في تنمية مهارات الاستيعاب القرائي في اللغة العربية لدى طلبة الصَّف الثّاني الأساسي." مجلة العلوم التربوية و النفسية 5, no. 32 (August 30, 2021): 100–80. http://dx.doi.org/10.26389/ajsrp.d300321.

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The study aimed to investigate the effect of using the storytelling Arabic among students of the second garde using the quasi-experimental approach were formed in developing reading comprehension skills in language. The study sample consisted of (62) students from jabal Prince Faisal Basic School. The sample was divided randomalu into two groups, one of which is experimental and included (31) male and female students and the other is a control and it had (31) male and female students. The study was applied in the first semester of the academic year 2020/2021 and the study tool was prepared from it by examining the literal comprehension of the realable and in its final form of (10) paragraphs, and it was applied after verification of validity and consistency. The result of the study indicated that there were statistically significant differences in the arithmetic averages and orbital deviations of the students, performance on the test of the literal comprehension of the post- reading in favor of the experimental group that studied using the method of storytelling, the study recommended the necessity to restore the Arabic language.

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Asadi, Ibrahim A. "Predicting Reading Comprehension in Arabic-Speaking Middle Schoolers Using Linguistic Measures." Reading Psychology 41, no. 2 (February 17, 2020): 87–109. http://dx.doi.org/10.1080/02702711.2020.1726846.

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Makhoul, Baha, Elite Olshtain, and Raphiq Ibrahim. "Let's Read Together": A Balanced Computer Assisted Intervention Program and Its Effect on Comprehension amongst at Linguistic Risk Arab First Graders." JOURNAL OF ADVANCES IN LINGUISTICS 5, no. 2 (January 14, 2015): 626–45. http://dx.doi.org/10.24297/jal.v5i2.5185.

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The current study investigated the effectiveness of an early balanced computer-assisted intervention program in promoting comprehension skills among Arabic-speaking first graders from disadvantaged socio-economic background, when taking into account the interplay between risk factors impacting Arabic reading acquisition: Arabic language complexity, poor literacy skills and the cognitive and emotional challenges when commencing formal schooling. Forty at literacy-risk Arab first graders were randomly assigned to either the intervention or a comparison group, each including 20 children. A qualified tutor was assigned to each participants in the intervention group. To assess the childrens progress in the intervention group, measurements were carried across three different periods during the implementation of the program. In addition, comprehension assessments were administrated to both groups prior and after the program commencement and completion, respectively. The intervention group showed greater progress in comprehension skills and vocabulary when compared to the comparison group in all the measurements. The obtained results stress the necessity for early balanced intervention in order to close the gaps in comprehension skills among at-risk children.

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Erlina, Nova. "THE INCREASE OF STUDENTS' ARABIC READING SKILLS THROUGH THE APPLICATION OF SQ4R LEARNING TECHNIQUE." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 4, no. 1 (June 29, 2018): 37–57. http://dx.doi.org/10.21009/ijlecr.041.05.

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The aim of this research is to increase the Arabic reading skills of the students in the forth semester of the Department of Arabic Language Education, Academic Year 2017 in understanding Arabic texts through the application of SQ4-R learning technique. This research is an action research with qualitative approach. Methods for data gathering: observation, interview, portfolio, reading comprehension test, and field record. Data were analyzed qualitatively by reducing and presenting them as well as withdrawing conclusion. Research findings: The application of SQ4-R endured modification through the addition of a learning stage, namely stage on finding vocabulary and meaning in dictionary that happened post survey stage. Through this action research, SQ4-R was modified into SVQ4-R. The result of this research shows increase on the studentsâ€™ skills in which initially they simply reached literal comprehension with classâ€™ average score 48 prior to the action, 69.7 in the 1st cycle, 77.68 in the 2nd cycle, and 78.22 in the 3rd cycle. The average score on interpretative comprehension, prior to the action, did not appear, in the 1st cycle, 67, in the 2nd cycle 68.4, and in the 3rd cycle, 73. The average score on applicative and critical comprehension, prior to the action did not appear in the 1st cycle, 64.3, in the 2nd cycle, 70.4, and in the 3rd cycle, 78.09.

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Izzah Febilia, Nurul, Buhori Muslim, and Tarmizi Ninoersy. "لترقية قدرة الطالبات على فهم المقروء بمعهد إنسان قرآني آتشيه بسار Quantum Reading تطبيق أسلوب." لسـانـنـا (LISANUNA): Jurnal Ilmu Bahasa Arab dan Pembelajarannya 10, no. 1 (August 27, 2020): 161. http://dx.doi.org/10.22373/ls.v10i1.7813.

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Reading is an important element in the process of learning Arabic and is one of the language skills. Reading helps students to absorb knowledge and increase interest in writing. Then qiraah can improve students' knowledge with vocabulary, sentences, and editors that can be used in speaking and writing skills. The fahmul maqruk is one of the subjects in the Insan Qur'ani boarding school which aims to enrich students in understanding the reading text. Through observations that the researchers did, it was found that second grade students of the senior high school did not yet master Arabic, especially reading skills. They can read Arabic texts, but do not understand it and are they are unable to answer quetions in the book text. Although the teacher has explained them some of the vocubulary in the book related to the text. This study aims to find out response of teacher and students at Insan Qur’ani Islamic Boarding School in teaching the language using this model and to find out the effectiveness of Quantum Reading model implementation to improve students in reading comprehension. The research method of this study is experimental research. Researcher conducted this study in a group called “One Group Pre-Test Post Test Design”. The result of this research is the teacher and students response in reading teaching using this model is excellent with the achievement of observation value of teacher activity is P = 87,5% between 81-100% with excellent category and observation value of students activity is P = 82,5% between 81-100% with excellent category too. And the aplication of this model effectuve to improve students’ ability in reading comprehension, the proof is that the value of T-test with p -value sig. (2-tailed) is smaller than the value of alpha ⍺ = 0,05 or (T-test < ⍺ = 0,05) with value is (0,000 < 0,05).

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Lafay, Anne, Joël Macoir, and Marie-Catherine St-Pierre. "Impairment of Arabic- and spoken-number processing in children with mathematical learning disability." Journal of Numerical Cognition 3, no. 3 (January 30, 2018): 620–41. http://dx.doi.org/10.5964/jnc.v3i3.123.

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The performance of 24 French-Quebec 8‒9-year-old children with Mathematical Learning Disability (MLD) in Arabic and spoken number recognition, comprehension and production tasks designed to assess symbolic number processing was compared to that of 37 typically developing children (TD). Children with MLD were less successful than TD children in every symbolic numerical task, including recognition of Arabic and spoken numbers. These results thus suggested that this deficit of symbolic number recognition could compromise symbolic number comprehension and production. Children with MLD also presented with general cognitive difficulties as reading difficulties. Taken together, our results clearly showed that children with MLD presented with a symbolic numerical processing deficit that could be largely attributed to their poorer written language skills.

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Khalaf Abu-Snoubar, Tamador, and Bandar Khlil Mukattash. "The Place of Arabic in English as a Foreign Language University Level Classes in Jordan." Arab World English Journal 12, no. 2 (June 15, 2021): 251–67. http://dx.doi.org/10.24093/awej/vol12no2.17.

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Modern graduates face major challenges in the international job market where knowledge of English and other foreign languages became one of the most important requirements of a well-trained professional. Even though the demands of such candidates increase, the methodology of teaching English remains the same. Modern educators and students demand the inclusion of the first language in their English as a Foreign Language classrooms, yet still, this method is considered controversial. Previous research generated ambiguous and inconclusive findings that the current study tries to re-explore. This study aims to find out the a) students’ attitude towards implementing their first language in English as a Foreign Language classes; b) how these attitudes can be related to their proficiency levels; c) the potential purposes of using the first language in the English language classrooms; and d) if teachers support using a bilingual approach in their classrooms. The current research uses a mixed-method design by applying a survey filled in by 400 students studying at Al-Balqa Applied University and semi-structured interviews with 5 instructors from the same institute to collect the data needed. The findings recognized that both students and teachers support the situational application of Arabic in the English as a Foreign Language classrooms, especially when it comes to the reading comprehension activities and introducing a new grammar topic or new vocabulary items. The use of the first language has to be proportionate to the level of students’ target language proficiency, as basic English speakers require the inclusion of their first language more often than their advanced counterparts.

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Alahmadi, Alaa, and Anouschka Foltz. "Effects of Language Skills and Strategy Use on Vocabulary Learning Through Lexical Translation and Inferencing." Journal of Psycholinguistic Research 49, no. 6 (July 10, 2020): 975–91. http://dx.doi.org/10.1007/s10936-020-09720-9.

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AbstractThis study explores how vocabulary learning strategy usage and skills in the four language domains relate to participants’ increase in vocabulary size and to the learning of specific vocabulary items over a certain period of time. Sixty-one advanced L1 Arabic L2 learners of English read target words in semi-authentic reading materials and were instructed to either guess the meaning from context or consult a dictionary. Pre- and delayed post-tests assessed vocabulary size and knowledge of the target vocabulary items. Results showed that learning through inferencing, but not learning through dictionary use, depended on learners’ familiarity with the particular learning strategy. Additionally, note taking and reading comprehension influenced lexical knowledge and acquisition in complex ways.

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Makhoul, Bahaa, and Katrina Sabah. "Academic Vocabulary Knowledge and Reading Comprehension Skills Among Seventh-Graders in Arabic as L1." Journal of Psycholinguistic Research 48, no. 4 (February 7, 2019): 769–84. http://dx.doi.org/10.1007/s10936-019-09630-5.

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Kurniawan, Rahadian. "Maharah al-Qiro�ah Fi al-Madrasah al-Tsanawiyah al-Hukumiyah Air Bangis Pasaman al-Gharbiyah (Dirasah Tahliliyah �An Tadrisiha wa Shu�ubatiha)." Arabiyatuna : Jurnal Bahasa Arab 2, no. 1 (June 30, 2018): 73. http://dx.doi.org/10.29240/jba.v2i1.430.

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This study deals with the teaching of reading skills and its difficulty in the high school Air Bangis in West Pasaman. The research methodology in this study is qualitative field research in analytical type. The problems in the process of teaching reading skills in the government high school Air Bangis in West Pasaman, the teacher lack of interest in the use of teaching aids to achieve the desired goals in the teaching of reading, and do not have exercises to develop the skill of reading for students, but exercises in the textbook. And the lack of interest of the teacher to defend students in the teaching of the Arabic language. In the process of teaching reading skills, the difficulties in terms of pupils, including: teams of intelligence, and lack of tendencies of some students in teaching, and the background of their upbringing. And their difficulties in terms of teachers of the Arabic language, including lack of interest in the use of the various educational method, lack of resources on the teaching of modern Arabic. These comprehensive problems need treatment, it is the teacher's interest in the teaching curriculum, and the teacher to design teaching in the teaching of reading skills in this school.

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Muflihat, Tantrie Aryani, and Ade Sudiana. "أثر استخدام استراتيجية التدريس للتفكير في تنمية مهارات فهم المقروء لدى طالبات المستوى الثاني من قسم الإعداد اللغوي بجامعة الراية." Rayah Al-Islam 2, no. 02 (October 25, 2018): 182–95. http://dx.doi.org/10.37274/rais.v2i02.44.

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The study aimed to investigate the effect of using a thinking strategy on the development of reading comprehension skills on second-semester female students of the language preparatory departement at STIBA Ar-Raayah. This study used an experimental research method. The research sample consisted of (30) female students from (86) population. The sample divide into two groups: experimental groups that consisted of (15) students and control groups that consisted of (15) students. It is was selected randomly to ensure equivalence between the two groups. The researcher used the percentage method to find out the differences between the two groups. And the following results were attaired the thinking strategy influences on the improvement of reading comprehension skills for the second-semester students of language preparatory departement at STIBA Ar-Raayah.The conclusion from the result was an effect of this teaching technique was effectif. So, the study has recommended for teachers to use the thinking strategy to develop the skills of reading comprehension among the the Non-Arabic speaking learners, especially students at the STIBA Ar-Raayah. Because the aplication of this strategy help students to develop of language in the daily and change the way of thinking.

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FRIEDMANN, NAAMA, and MANAR HADDAD-HANNA. "The comprehension of sentences derived by syntactic movement in Palestinian Arabic speakers with hearing impairment." Applied Psycholinguistics 35, no. 3 (January 4, 2013): 473–513. http://dx.doi.org/10.1017/s0142716412000483.

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ABSTRACTSentence and text comprehension is known to be difficult for orally trained individuals with hearing impairment. This study explored the comprehension of several syntactic structures that are especially difficult for these individuals and may lead them to experience considerable comprehension difficulties. Ten structures derived by wh-movement were tested, some of them for the first time in hearing impairment research: five types of relative clauses, three types of wh-questions, and two types of topicalized structures, compared with two types of simple sentences. Experiment 1 tested subject and object relatives using a sentence–picture matching task. Experiment 2 tested subject questions and object questions using a picture selection task. Experiment 3 tested subject and object relatives using comprehension questions. Experiment 4 tested subject and object relatives and topicalized sentences using a reading and paraphrasing task. The participants were 24 orally trained Palestinian Arabic speaking individuals, 21 of them had mild to profound binaural hearing loss, and 3 had monaural hearing loss. The participants with binaural hearing impairment, who were not sufficiently exposed to language input during the first year of life, failed to understand object relatives, object questions, and topicalization in subject–verb and verb–subject orders in both Palestinian Arabic and Standard Arabic. In some tasks, they even had difficulty understanding subject relatives and subject questions. The monaurally hearing impaired performed similarly to the controls on all tasks.

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Zahran, Faten A., and Edward Owusu. "Shadow-Reading Strategy Effect on EFL Listening Comprehension Skills and Motivation." International Journal of Linguistics, Literature and Translation 3, no. 10 (October 30, 2020): 18–29. http://dx.doi.org/10.32996/ijllt.2020.3.10.3.

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This paper examines the effect of shadow reading strategy on secondary school students’ listening comprehension skills and motivation. These participants, who constituted the human subjects for the study, were ninth-year students pursuing other subjects in Arabic and learning English as a Foreign Language (EFL) as well. The research questions asked to accomplish the purpose of the study focused on: (1) Determining listening comprehension skills suitable for the EFL secondary school students; (2) Finding out differences in listening comprehension test regarding the experimental and control group; and (3) Finding out differences in listening motivation scale scores regarding experimental and control group. Three instruments – designed by the researchers – that include: (listening comprehension skills checklist, listening comprehension skills test and listening motivation scale) were used. Results showed that the regular method used to teach listening is not as significant as the shadow reading strategy that developed listening comprehension skills and motivation. Consequently, the experimental group students outperformed their counterparts (the control group) in listening comprehension skills and motivation scores.

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Amirudin, Amirudin, Syarifudin Basyar, Muhammad Akmansyah, Subandi Subandi, and Sulthan Shahril. "Arabic Learning Management at Islamic Boarding Schools in Lampung." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 5, no. 1 (June 30, 2020): 97–109. http://dx.doi.org/10.24042/tadris.v5i1.5874.

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This study was focused on exploring the management of Arabic learning at Islamic boarding schools that have different characters, namely Usuluddin, al-Hikmah, and Nurul Huda Islamic Islamic boarding schools in terms of planning, implementing, and evaluating the learning. This research was descriptive qualitative research where the researchers acted as the main instrument of the research. the data was also obtained from other sources, namely the religious teachers, students, scholars, and documents. The data was collected through data collecting techniques in the form of interviews, observation, and documentation. The results showed that there were differences emphasis on the Arabic learning management objectives in the three Islamic boarding schools. The Usuluddin Islamic boarding school emphasized listening and speaking skills where various programs were facilitated to enable the students to speak fluently and listen to routine speeches, Arabic debates, muhawarah, and yaumu al-lugah. At the Al-Hikmah and Nurul Huda Islamic boarding schools, the Arabic learning management emphasized the reading and writing skills as well as translating turas books. It is recommended for the Arabic learning management to focus on four aspects of language proficiency so that the students can be proficient in the comprehensive language (active and passive).

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Mosleh, Mohammad A., and Abeer K. Alshaboul. "The Degree of Application of Teachers in the First Basic Seminar in Jordan for Teaching Strategies to Teach Reading Comprehension in Arabic in the Light of RAMP Program." Journal of Educational and Psychological Studies [JEPS] 14, no. 1 (February 11, 2020): 108. http://dx.doi.org/10.24200/jeps.vol14iss1pp108-127.

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The study aims to identify the degree of application of the early learner teachers of the strategies of teaching reading comprehension in the Arabic language in light of the RAMP program. The sample consisted of 150 teachers from 39 schools in Ramtha, Jordan, and the results were analyzed using the SPSS software, where the two researchers followed (the descriptive approach) for the purpose of the study. The results showed the teachers' knowledge of the strategies of teaching reading comprehension, the comprehensiveness of its application, and the positive impact it has on the students, where they showed active learning, which contributed to raising their level of comprehension of texts. The results also showed that there are no statistically significant differences which affect the teacher in teaching reading comprehension strategies due to gender, experience, and gender by experience. At the end of the study, a series of proposals and recommendations were presented.

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Khaldieh, Salim A. "The Relationship between Knowledge of I c raab , Lexical Knowledge, and Reading Comprehension of Nonnative Readers of Arabic." Modern Language Journal 85, no. 3 (September 2001): 416–31. http://dx.doi.org/10.1111/0026-7902.00117.

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Vaknin-Nusbaum, Vered, and Elinor Saiegh-Haddad. "The contribution of morphological awareness to reading comprehension in Arabic-speaking second graders." Reading and Writing 33, no. 10 (April 22, 2020): 2413–36. http://dx.doi.org/10.1007/s11145-020-10048-y.

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Rusdi, Rusdi. "TAJDIID TA’LIM MAHARAH AL QIRA’AH TAHLIL DLARURAT ADAWAT AL ISTIFHAM FI TA’LIM MAHARAH AL QIRA’AH." ALSINATUNA 3, no. 1 (February 22, 2018): 12. http://dx.doi.org/10.28918/alsinatuna.v3i1.1148.

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Reading is one of the four language skills that have an important role in daily life. The way and characteristics of asking questions (istifham) are influential in achieving the objective of reading comprehension of a text. The use of questions (istifham) also stimulates students to understand reading texts and foster their critical thinking. All Arabic teachers, especially those who teach reading skill, should understand and master a questioning strategy to ease comprehending the text. Hopefully, this study can be used as a confirmation of theory in the fact that there is a parallel line between the theory of istifham in the teaching of reading skill, and the process of understanding the passage. Keywords: Dharuraoh, adawat al-Istifham, Ta'lim Maharatul Qiraah.

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Jamaliah Ibrahim, Noor, Mohd Yamani Idna Idris, M. Y. Zulkifli Mohd Yusoff, and Asma Anuar. "The Problems, Issues and Future Challenges of Automatic Speech Recognition for Quranic verse Recitation: A Review." Al-Bayān – Journal of Qurʾān and Ḥadīth Studies 13, no. 2 (December 11, 2015): 168–96. http://dx.doi.org/10.1163/22321969-12340024.

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Research into Automatic Speech Recognition (asr) software for the Arabic language has gained significance in recent years. Since the Qurʾan is in Arabic, the rendering of it into Arabic asr may appear difficult and quite challenging. Furthermore, the way in which any Qurʾanic verse is recited can differ from one person to another, as can even the same āya (verse), as this is totally dependent on the reciters’ level of understanding of tajwīd (pronunciation rules while reading the recitation of the Qurʾan) while delivering the āya. In this paper, we provide a comprehensive review of the challenges for developing Qurʾanic verse recitation recognition software, focused on the tajwīd rules for checking features and language. Other related issues that fall under Qurʾanic linguistic aspects and properties, including recitation errors (common/possible mistakes made while reading) of passages, are also discussed in this paper. Further areas of potential expansion, new ideas, and new areas of research for supporting Qurʾanic learning for the Muslim community are also explored and identified. Thus, this paper will allow the field to be expanded and developed, all of which focusses on improving Qurʾanic learning process through a talaqqī and mushāfaha method of Qurʾan recitation.

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FENDER, MICHAEL. "English word recognition and word integration skills of native Arabic- and Japanese-speaking learners of English as a second language." Applied Psycholinguistics 24, no. 2 (June 2003): 289–315. http://dx.doi.org/10.1017/s014271640300016x.

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This study investigated the effects of first language word-level reading skills on the development of English as a second language (ESL) word-level reading skills. A crosslinguistic analysis indicates that native Arabic and Japanese speakers are likely to encounter different types of ESL word-level reading difficulties. Specifically, native Arab speakers are likely to exhibit difficulties with prelexical ESL word recognition processes, whereas native Japanese speakers are likely to exhibit difficulties with on-line ESL word integration processes that integrate words into phrase/clause structures for comprehension. Results from a lexical decision task showed that a group of Japanese ESL learners had significantly faster and more accurate word recognition skills compared to a proficiency-matched Arab ESL group. In contrast, both groups read words within sentences in a sentence reading task at the same speed, though the Arab ESL group was significantly more accurate in integrating words into larger phrase and clause units and comprehending them than the Japanese ESL group. These results indicate that Arab and Japanese ESL students have different word-level reading difficulties, implicating different learning needs and pedagogical interventions for developing ESL reading proficiency.

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Mustapa, Al-Muslim, Zulkifli Nawawi, Salamiah Ab Ghani, Maryam Abdul Rahman, Zuraida Shaadon, and Nur Syazwina Mustapa. "Usability of QiraahBot for extensive Arabic reading activities." SHS Web of Conferences 53 (2018): 04005. http://dx.doi.org/10.1051/shsconf/20185304005.

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Today’s changing learning landscape urges the integration of mobile phone technology and Arabic learning as a foreign language. Learning through mobile phones is seen as a potential teaching aids which demonstrate effectiveness in teaching and learning activities. A QiraahBot prototype was built to aid the implementation of extensive Arabic reading activities. The user’s perspective on QiraahBot’s usability is essential for the effectiveness of learning through mobile phone applications. This study aims to identify the level of usability of the QiraahBot application prototype and to explore the deeper experience of users using the application. Therefore, a group of 30 student users was involved in the study. They were assigned tasks to be completed within the specified periods via the application, and then given an open-ended questionnaire adapted from the System Usability Scale. The findings show that the QiraahBot usability level is moderate. The study also revealed some of the advantages of QiraahBot as easy to use and the ability to help the learning process. In addition, there are weaknesses in applications, especially aspects of application usability, which needs to be improved in the next version. The researcher has provided some suggestions for further studies that are more comprehensive in the future.

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Anam, Maltuf. "Class Action in the Use of Reading Method to Develop Reading Skill/إجراء صفي في استخدام طريقة القراءة لتنمية مهارة القراءة." IJ-ATL (International Journal of Arabic Teaching and Learning) 2, no. 1 (August 23, 2018): 25–43. http://dx.doi.org/10.33650/ijatl.v2i1.285.

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Reading is one of important language competent for developed because written language as object of reading which didn’t know about time and place. Reading activity didn’t just express of sound syimbols in the text, but comprehend of good text. That one of weakness of student in first semester State for Islamic Studies Miftahul Ulum Pamekasan which must be improved with look for good method. One of method which was bilieved as appropriate method was reading method. With this method was hoped be able to improve student in reading arabic texts, so that was needed to do the research about increase of reading competent with used reading method. The purpose of this research was for to know, how used reading method in improve student’s reading competent about arabic text for comprehension aspect which includes; comprehend of meaning text, main idea of paragraph and implied meaning from all texst.القراءة هي واحدة من اللغات الهامة المؤهلة لتطويرها لأن اللغة المكتوبة هي موضوع القراءة التي لا تعرف عن الزمان والمكان. لم يقتصر نشاط القراءة على التعبير عن المقاطع الصوتية السليمة في النص فحسب ، بل فهم أيضًا النصوص الجيدة. تلك نقطة ضعف الطالب في المستوى الأول بقسم الدراسات الإسلامية بجامعة مفتاح العلوم باميكسان التي يجب تحسينها مع البحث عن طريقة جيدة. وتلك الطريقة هي طريقة القراءة. مع هذا الأسلوب كان من المأمول أن يكون قادرا على تحسين الطالب في قراءة النصوص العربية، لذلك كان ضروريًا لإجراء بحث حول زيادة القراءة المختصة بطرائق القراءة المستخدمة. الغرض من هذا البحث هو معرفة كيفية استخدام أسلوب القراءة في تحسين قراءة الطالب المختص حول النص العربي لوجه الفهم والذي يتضمن: فهم معنى النص ، والفكرة الرئيسية للفقرة والمعنى أو المضمون من جميع النصوص.

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Layes, Smail, Robert Lalonde, and Mohamed Rebaï. "Study on Morphological Awareness and Rapid Automatized Naming Through Word Reading and Comprehension in Normal and Disabled Reading Arabic-Speaking Children." Reading & Writing Quarterly 33, no. 2 (April 25, 2016): 123–40. http://dx.doi.org/10.1080/10573569.2015.1105763.

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Ridlo, Ubaid. "LANGUAGE ENVIRONMENT BASED ON MULTIPLE INTELLIGENCES AT ISLAMIC BOARDING SCHOOL." Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban 6, no. 1 (June 12, 2019): 108–30. http://dx.doi.org/10.15408/a.v6i1.11189.

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The purpose of this study was to find and analyze informal language environment based on multiple intelligences theory, and to find the achievements of Darul Muttaqien Islamic Boarding School Bogor in learning Arabic, both academic and non-academic achievements.This research was field research conducted at Tarbiyatul Mu'allimin wal Mu’allimât al-Islâmiyyah (TMI) class II and class V which is equivalent to the level of Madrasah Tsanawiyah class II and Madrasah Aliyah class II Darul Muttaqien Islamic Boarding School Bogor since July 2017 up to August 2018. This research was qualitative, using case study methods with steps: a) Analysis of findings continuously in the field, b) Grouping and organizing data, c) Making systematic notes and reading literature about other studies about relevant issues to obtain a framework that fits the findings in the field, and d) Evaluate each of the steps taken to avoid mistakes or sharpen the focus of the ongoing research. Data collection methods were in-depth interviews, participant observation, focus group discussions, and documentation. There were two types of data in this study: First, primary data was obtained from interviews, observation results, Focus Group Discussion results, and Lessson Plan/RPP/I'dâd Tadrîs, informal language environments, and learning evaluation. Second, secondary data is obtained from books, research journals, magazines, print and electronic media. This study proved that learning Arabic with Howard Gardner’s Multiple intelligences theory approach has a positive effect and very effective in improving students' language skills. Islamic boarding school with integrated, integrative and comprehensive education system has applied this theory in the process of learning Arabic, both in class and in the Islamic boarding school environment with the support of kyai, teachers, and representative facilities.

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Al-Qawabeh, Reem Hassan, and Dr Abdullah Ali Aljazi. "The Effectiveness of Using PQ4R Strategy in Teaching Reading Comprehension in Arabic Language Subject among Ninth Grade Students’ Achievement in Jordan." World Journal of Educational Research 5, no. 2 (April 10, 2018): 159. http://dx.doi.org/10.22158/wjer.v5n2p159.

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The study aimed at recognizing the effective of using (PQ4R) Strategy in Teaching comprehension Reading in Arabic Subject among Ninth Basic grade Students achievement in Jordan. To achieve this aim, a survey was used. The sample consisted of (104) male and female students distributed as (52) male student and (52) female student, chosen randomly in two experimental groups and two control groups consisted of (26) male students and (26) female students in each one. An achievement test for reading comprehension was used as an instrument for the study.The results indicated that there are statistical significant differences in favor of the experimental group which used (PQ4R). The results also showed that there are significant differences in favor of female students. The study recommended that (PQ4R) strategy should be adopted as an effective teaching method.

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Altakhaineh, Abdel Rahman Mitib, and Mona Kamal Ibrahim. "The Incidental Acquisition of English Prepositions by Arabic-Speaking EFL Learners: Evidence From Al Ain University of Science and Technology." SAGE Open 9, no. 3 (July 2019): 215824401986149. http://dx.doi.org/10.1177/2158244019861497.

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This study examined the incidental acquisition of English prepositions by Arabic-speaking English as a foreign language (EFL) learners. Employing reading comprehension exercises as a treatment, we adopted the experimental design of a pre- and post-test to determine the effectiveness of the treatment on the participants’ incidental acquisition of English prepositions. For the purpose of the study, we divided the participants into a treatment group, who engaged in reading comprehension exercises for one academic term, and a control group, who did not. We used a multiple-choice test and a fill-in-the-blank test to measure the participants’ receptive and productive knowledge of English prepositions, respectively. We also conducted an introspective session with the treatment group following the administration of the post-tests to determine the areas of difficulty. The results of the study mainly indicated that reading accompanied by exercises resulted in better incidental gains in the acquisition of English prepositions, especially on the multiple-choice test. The study concludes with recommendations for further research.

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Majadly, Haifaa, and Salah Massarwa. "The strategic impact of reciprocal teaching on the metacognitive reading comprehension of Arabic language texts among Arab students in Israel." International Journal of Innovation and Learning 27, no. 2 (2020): 212. http://dx.doi.org/10.1504/ijil.2020.10026767.

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

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