The effect of short vowelization on curriculum-based measurement of reading fluency and comprehension in Arabic

Bashir Abu‐Hamour · Hanan Al-Hmouz · Mohammed Kenana

24 citations0/0 files storedAustralian Journal of Learning Difficulties

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Reading and Literacy Development Second Language Acquisition and Learning Arabic Language Education Studies

Abstract

This study facilitates the use of Curriculum-Based Measurement (CBM) to investigate the effect of short vowels on oral reading fluency (ORF) and silent reading comprehension in Arabic orthography. A total sample of 131 fifth-grade students (89 skilled readers and 42 poor readers) participated in the study. Two kinds of CBM probes were administered: CBM ORF and CBM Maze. Nine texts of each kind were presented in three reading conditions: fully vowelized, partially vowelized and unvowelized. Results indicated that CBM ORF and CBM Maze tests distinguished between skilled and poor readers in all vowelization conditions. In addition, vowels were a good facilitator of oral reading fluency and silent reading comprehension for both types of readers. Implications and suggestions for future research are discussed in this study as well.

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References

1986Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy 2000Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction 1974Toward a theory of automatic information processing in reading 1987The nature of phonological processing and its causal role in the acquisition of reading skills.2010Journal of Negro Education 1985Curriculum-Based Measurement: The Emerging Alternative 2001Oral Reading Fluency as an Indicator of Reading Competence: A Theoretical, Empirical, and Historical Analysis 2002A National Study of School Effectiveness for Language Minority Students' Long-Term Academic Achievement

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