Language Speech and Hearing Services in Schools, Jul 15, 2020
PurposeThis clinical focus article will highlight the importance and role of morphological awaren... more PurposeThis clinical focus article will highlight the importance and role of morphological awareness (MA) across orthographies, in particular, the role it plays in reading development, specifically with bilingual populations. MA supports reading acquisition and development beyond other predictors of reading, such as phonological awareness, orthographic knowledge, and rapid automatic naming to name a few. While MA aids in the development of decoding fluency, vocabulary development, and reading comprehension, explicit morphological instruction does not occur regularly in reading intervention. For English learners (ELs), instruction should focus on improving MA, semantic awareness, and orthographic processing, which in turn would exert a positive influence on reading accuracy, fluency, and comprehension. This clinical focus article aims to provide speech-language pathologists with applicable tasks to measure MA and strategies to guide explicit morphological instruction.MethodThe role of MA in reading development will be described with regard to its importance beyond other predictors and the role it plays in theoretical models of reading development. Then, MA will be described across orthographies, with a focus on cross-linguistic influences. Finally, measurement tasks will be described, and clinical implications will be discussed in terms of using different strategies and tools to explicitly address MA.ConclusionClinical implications of morphological instruction should be further explored and incorporated in current practices. With regard to ELs, it is important that we provide effective and specific instruction to better bridge the academic achievement gaps and increase overall language and literacy skills. Morphological instruction should be explicit and provided in conjunction with other domains of language. Equally important is leveraging families of ELs to promote their children's oral language and literacy in their first language.
ABSTRACTThe purposes of this study were to examine the dimensions underlying morphological awaren... more ABSTRACTThe purposes of this study were to examine the dimensions underlying morphological awareness (MA) in Arabic (construct validity) and to determine how well MA predicted reading (predictive validity). Ten MA tasks varying in key dimensions (oral vs. written, single word vs. sentence contexts, and standard vs. local dialect) and two reading tasks (real word and pseudoword reading) were administered to 102 Arabic-speaking Grade 3 children in Abu-Dhabi. Factor analysis of the MA tasks yielded one predominant factor, supporting the construct validity of MA in Arabic. Closer inspection revealed that this factor had two subcomponents, oral and written. Hierarchical regression analyses, controlling for age and gender, indicated that both the one- and the two-factor solutions accounted for 48% of the variance in word reading, and 40% of the variance in pseudoword reading, supporting the predictive validity of MA. Implications for future research, assessment, and instruction are discussed.
ABSTRACT Wolf and Bowers (1999) described a model in which phonological awareness (PA) and naming... more ABSTRACT Wolf and Bowers (1999) described a model in which phonological awareness (PA) and naming speed (NS) make independent contributions to reading ability. We tested this model in a sample of 201 Grade 3 Arabic-speaking children in Dubai, United Arab Emirates. Measures of general cognitive ability, vocabulary, PA, NS, word reading, and reading comprehension were administered. Regression analyses indicated that PA and NS were significant and unique predictors of every reading outcome, after controlling the effects of age, gender, cognitive ability, and vocabulary, with PA being the more powerful factor. Results are interpreted in terms of key features of Arabic language and orthography and the reading level of the sample. Implications for assessment and instruction are discussed.
Journal of Speech Language and Hearing Research, Apr 15, 2019
Purpose We investigated the cognitive and linguistic processes that underlie reading in Arabic in... more Purpose We investigated the cognitive and linguistic processes that underlie reading in Arabic in relation to a well-defined theoretical framework of reading and the factors that underlie reading. Method The sample was 201 (101 boys, 100 girls) 3rd-grade Arabic-speaking children. Children were administered measures of Vocabulary, Phonological Awareness (PA), Naming Speed, Orthographic Processing, Morphological Awareness (MA), Memory, Nonverbal Ability, and 5 reading outcomes. Hierarchical regression analyses were conducted for each of the 5 reading outcomes to investigate the predictors of children's reading. Results Each of the constructs explained unique variance when added to the model. In the final models, PA was the strongest predictor of all outcomes, followed by MA. In a follow-up analysis, participants were divided into good and poor decoders, based on their Pseudoword Reading scores. Good decoders outscored poor decoders on every measure. Within-group regression analyses indicated that poor decoders relied on more component processes than good decoders, suggesting a lack of automaticity. Variance in reading outcomes was better predicted for poor decoders than for good decoders. Conclusion These results indicate that standard predictors apply well to Arabic, showing the particular importance of PA and MA. Longitudinal and instructional studies are required to determine developmental patterns and ways to improve reading performance.
In this chapter, we report on the current situation of emergent literacy and language in the emir... more In this chapter, we report on the current situation of emergent literacy and language in the emirate of Abu Dhabi in the United Arab Emirates (hereafter, UAE). In 2010, Abu Dhabi Education Council (hereafter, ADEC) announced a 10-year strategic plan aimed at improving the quality of education in the emirate of Abu Dhabi. A key feature of this plan is what is referred to as the “New School Model” which entails bilingual education (Arabic and English) from kindergarten through the years of compulsory schooling.This change has brought with it many intended and unintended consequences. The purpose of the present chapter is to examine issues relating to young children’s emergent literacy, including bilingualism, diglossia, and writing in the context of the UAE under the current New School Model. Although there is very little literature on emergent literacy and language development in the UAE, we looked carefully into these important issues and their implications in light of the existing literature in both the UAE and internationally, and also in relation to the rapid societal changes being experienced in the UAE.Recommendations are made for all concerned parties; policy makers, strategic planners, caregivers and families so that reform can bring the optimal development of bilingualism for the young Emirati children while retaining their national identity and culture.
Language Speech and Hearing Services in Schools, Jul 15, 2020
PurposeThis clinical focus article will highlight the importance and role of morphological awaren... more PurposeThis clinical focus article will highlight the importance and role of morphological awareness (MA) across orthographies, in particular, the role it plays in reading development, specifically with bilingual populations. MA supports reading acquisition and development beyond other predictors of reading, such as phonological awareness, orthographic knowledge, and rapid automatic naming to name a few. While MA aids in the development of decoding fluency, vocabulary development, and reading comprehension, explicit morphological instruction does not occur regularly in reading intervention. For English learners (ELs), instruction should focus on improving MA, semantic awareness, and orthographic processing, which in turn would exert a positive influence on reading accuracy, fluency, and comprehension. This clinical focus article aims to provide speech-language pathologists with applicable tasks to measure MA and strategies to guide explicit morphological instruction.MethodThe role of MA in reading development will be described with regard to its importance beyond other predictors and the role it plays in theoretical models of reading development. Then, MA will be described across orthographies, with a focus on cross-linguistic influences. Finally, measurement tasks will be described, and clinical implications will be discussed in terms of using different strategies and tools to explicitly address MA.ConclusionClinical implications of morphological instruction should be further explored and incorporated in current practices. With regard to ELs, it is important that we provide effective and specific instruction to better bridge the academic achievement gaps and increase overall language and literacy skills. Morphological instruction should be explicit and provided in conjunction with other domains of language. Equally important is leveraging families of ELs to promote their children's oral language and literacy in their first language.
ABSTRACTThe purposes of this study were to examine the dimensions underlying morphological awaren... more ABSTRACTThe purposes of this study were to examine the dimensions underlying morphological awareness (MA) in Arabic (construct validity) and to determine how well MA predicted reading (predictive validity). Ten MA tasks varying in key dimensions (oral vs. written, single word vs. sentence contexts, and standard vs. local dialect) and two reading tasks (real word and pseudoword reading) were administered to 102 Arabic-speaking Grade 3 children in Abu-Dhabi. Factor analysis of the MA tasks yielded one predominant factor, supporting the construct validity of MA in Arabic. Closer inspection revealed that this factor had two subcomponents, oral and written. Hierarchical regression analyses, controlling for age and gender, indicated that both the one- and the two-factor solutions accounted for 48% of the variance in word reading, and 40% of the variance in pseudoword reading, supporting the predictive validity of MA. Implications for future research, assessment, and instruction are discussed.
ABSTRACT Wolf and Bowers (1999) described a model in which phonological awareness (PA) and naming... more ABSTRACT Wolf and Bowers (1999) described a model in which phonological awareness (PA) and naming speed (NS) make independent contributions to reading ability. We tested this model in a sample of 201 Grade 3 Arabic-speaking children in Dubai, United Arab Emirates. Measures of general cognitive ability, vocabulary, PA, NS, word reading, and reading comprehension were administered. Regression analyses indicated that PA and NS were significant and unique predictors of every reading outcome, after controlling the effects of age, gender, cognitive ability, and vocabulary, with PA being the more powerful factor. Results are interpreted in terms of key features of Arabic language and orthography and the reading level of the sample. Implications for assessment and instruction are discussed.
Journal of Speech Language and Hearing Research, Apr 15, 2019
Purpose We investigated the cognitive and linguistic processes that underlie reading in Arabic in... more Purpose We investigated the cognitive and linguistic processes that underlie reading in Arabic in relation to a well-defined theoretical framework of reading and the factors that underlie reading. Method The sample was 201 (101 boys, 100 girls) 3rd-grade Arabic-speaking children. Children were administered measures of Vocabulary, Phonological Awareness (PA), Naming Speed, Orthographic Processing, Morphological Awareness (MA), Memory, Nonverbal Ability, and 5 reading outcomes. Hierarchical regression analyses were conducted for each of the 5 reading outcomes to investigate the predictors of children's reading. Results Each of the constructs explained unique variance when added to the model. In the final models, PA was the strongest predictor of all outcomes, followed by MA. In a follow-up analysis, participants were divided into good and poor decoders, based on their Pseudoword Reading scores. Good decoders outscored poor decoders on every measure. Within-group regression analyses indicated that poor decoders relied on more component processes than good decoders, suggesting a lack of automaticity. Variance in reading outcomes was better predicted for poor decoders than for good decoders. Conclusion These results indicate that standard predictors apply well to Arabic, showing the particular importance of PA and MA. Longitudinal and instructional studies are required to determine developmental patterns and ways to improve reading performance.
In this chapter, we report on the current situation of emergent literacy and language in the emir... more In this chapter, we report on the current situation of emergent literacy and language in the emirate of Abu Dhabi in the United Arab Emirates (hereafter, UAE). In 2010, Abu Dhabi Education Council (hereafter, ADEC) announced a 10-year strategic plan aimed at improving the quality of education in the emirate of Abu Dhabi. A key feature of this plan is what is referred to as the “New School Model” which entails bilingual education (Arabic and English) from kindergarten through the years of compulsory schooling.This change has brought with it many intended and unintended consequences. The purpose of the present chapter is to examine issues relating to young children’s emergent literacy, including bilingualism, diglossia, and writing in the context of the UAE under the current New School Model. Although there is very little literature on emergent literacy and language development in the UAE, we looked carefully into these important issues and their implications in light of the existing literature in both the UAE and internationally, and also in relation to the rapid societal changes being experienced in the UAE.Recommendations are made for all concerned parties; policy makers, strategic planners, caregivers and families so that reform can bring the optimal development of bilingualism for the young Emirati children while retaining their national identity and culture.
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