DIFFERENT ORTHOGRAPHIES DIFFERENT CONTEXT EFFECTS: THE EFFECTS OF ARABIC SENTENCE CONTEXT IN SKILLED AND POOR READERS

Salima Bu Rabia · Linda S. Siegel

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

Abstract

This study was designed to investigate whether Arabic orthography differs from an alphabetic orthography regarding context effects among poor and skilled readers. Usually, Arabic texts are presented without vowels to skilled readers, and with vowels for younger and beginning readers. The Arabic vowels are not alphabetic letters, but strokes above and/or below the letters. The subjects were 40 eighth graders, 20 poor readers and 20 skilled readers of Arabic. Subjects were required to read voweled and unvoweled words with and without context in Arabic. The results showed that skilled as well as poor readers significantly improved their reading accuracy when they read voweled and unvoweled words in context. Further, skilled readers significantly improved their reading voweled and unvoweled words in context more than did the poor readers. The findings of this study showed the significance of linguistic considerations for the development of reading theory.

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References

1986Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy 1980A theory of reading: From eye fixations to comprehension.1987Theoretical Models and Processes of Reading 1967Reading: A psycholinguistic guessing game 1980Toward an Interactive-Compensatory Model of Individual Differences in the Development of Reading Fluency 1985Reading Research Advances in Theory and Practice 1986The psychology of reading and language comprehension 1961Reading a Foreign Language

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