Reading Comprehension in the Arabic Diglossia: The SVR Between the Spoken and Literary Varieties.

This study aimed to examine the validity of the "simple view of reading" (SVR) model in the diglossic Arabic language. Using a longitudinal design, we tested whether decoding and listening comprehension (LC) in kindergarten can later predict reading comprehension (RC) in the first grade and whether the contribution of LC to RC differs between the spoken and literary varieties of Arabic. The participants were 261 kindergartners who were followed to the first grade. Our results from separate SEM analysis for the spoken and literary varieties revealed some similarity between the explained variance in the spoken (52%) and literary (48%) variety models. However, while the contribution of LC to RC was higher than the contribution of decoding in the spoken variety model, an opposite pattern was observed in the literary variety model. The results are discussed in light of the diglossia phenomenon and its impact on comprehension skills in Arabic, with theoretical and pedagogical implications.

The cumulative effect of socioeconomic status and dyslexia on linguistic, cognitive and reading skills among Arabic-speaking children.

Research has shown that children with dyslexia and children with a low socioeconomic status (SES) fall behind in terms of literacy acquisition, but a question remains regarding the cumulative effect of dyslexia and SES on linguistic, cognitive and reading skills. To examine the impact of cognition and environment on literacy development, we returned to the data set of 1,441 elementary school children (223 dyslexic readers and 1,241 typical readers) from low and medium-high SES backgrounds within Palestinian society in Israel who had participated in the development study of a comprehensive battery of tests in oral and written Arabic. The findings of this retrospective study reveal that, across grade levels, dyslexic readers from a low SES background showed similar performance to those from a medium-high SES background on most linguistic, cognitive and reading measures. As for typical readers, SES contributed to individual differences in all linguistic, cognitive and reading indices, with the exception of RAN. Finally, a cumulative effect of dyslexia and SES was found in relation to morphology, vocabulary, listening comprehension and text-reading accuracy.

The relations of SES and literacy-related oral and written language skills after one year of reading instruction - evidence from novice readers of Arabic.

The relations between socioeconomic status (SES) and language skills at the onset of reading acquisition has not received much attention in research. In this study, a standardized battery of oral and written language tests was administered to 127 Arabic-speaking children at the end of first grade. SES-related differences were found in a line of oral language measures (vocabulary, syntax, morphology, and listening comprehension), but not in phonological awareness (PA) and rapid automatized naming (RAN), nor in any of the reading components (decoding, word reading, reading comprehension and orthographic knowledge). These findings point to a distinction between two groups of language skills with regard to their relations with SES in the first year of reading instruction. The results imply that SES should not be regarded as a mediating factor in the development of PA, RAN and reading in first grade among novice readers of Arabic.