The Effect of Arabic Diacritics on Rapid Naming of Fourth Grade Students with and without Reading Disabilities in the Sultanate of Oman
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Feb 11, 2021
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Abstract
The study investigated the effect of diacritics on rapid naming of students with and without reading disabilities. The study used the descriptive method and administered the following instruments: sub-tests of the Comprehensive Test of Phonological Processing (CTOPP), Alphabet Rapid Naming Tests (Letters, Single Words, and Words in Text). The instruments were administered to 200 fourth grade students with and without reading disabilities in Muscat. The results of the study indicated that there are statistically significant differences in all rapid naming tests in favour of students without reading disabilities. Results also showed that, excluding words in texts, the use of diacritics has no effect on rapid naming at the letter and single word levels of students with reading disabilities. The results are discussed within the theoretical framework of the double deficits hypothesis of reading disabilities. The study recommends the use of transparent orthography in reading and writing instructional strategies, and the importance of teaching short vowels (diacritics) to children with reading disabilities because knowledge of short vowels contributed to improving reading performance.
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Keywords
DiacriticsNaming speedReading disabilities
References
أولًا: المراجع العربية
أبو الديار، مسعد نجاح. (2011). بعض المتغيرات الفونولوجية وعلاقتها بصعوبات القراءة والكتابة في ضوء نظرية الخلل المزدوج. مجلة المنظمة العربية للتربية والثقافة والعلوم، تونس.
أبو الديار، مسعد والبحيري، جاد وطيبة، نادية ومحفوظي، عبد الستار وايفرات، جون. (2012). العمليات الفونولوجية وصعوبات القراءة والكتابة. الكويت: مركز تقويم وتعليم الطفل.
البحيري، جاد ومحفوظي، عبد الستار. (2014). مسح أهم الدراسات والبحوث المتعلقة باكتساب المهارات القرائية الأساسية باللغة العربية. تونس: المنظمة العربية للتربية والثقافة والعلوم.
جلجل، نصرة محمد عبد المجيد. (2008). فعالية تدريبات التكرار وبعض الاستراتيجيات الذاكرة باستخدام الحاسوب في تحسين التسمية السريعة والذاكرة العاملة والفهم القرائي لدى التلاميذ ذوي صعوبات التعلم. مجلة كلية التربية، جامعة بنها مصر. (18)، 75.
السيد، عبد الحميد. (2009). الفرق بين الأطفال الدسلكسيين والعاديين في عمليات التجهيز الفونيمي وسرعة التسمية في إطار نظرية فرضيتي القصور والعجز. مجلة كلية التربية، جامعة الأزهر. (1)، 140.
طيبي، سناء والسرطاوي، عبد العزيز والغزو، عماد ومنصور، ناظم. (2009). مقدمة في صعوبات القراءة. عمّان: دار وائل للنشر.
عبده، داود. (2010). دراسات في علم أصوات العربية. عمّان: دار جرير للنشر والتوزيع.
فليتشر، جاك، وليون، ريد، وفيوكس، لين، وبارنز، مارسيا. (2013). صعوبات التعلم من التشخيص إلى العلاج، ترجمة: شحدة فارع. أبو ظبي: هيئة أبو ظبي للسياحة والثقافة.
المديرية العامة للتخطيط وضبط الجودة. (2017). منشورات الوزارة. سلطنة عمان: وزارة التربية والتعليم.
ميرسر، سيسيل د وميرسر، ان ر. (2008). تدريس الطلبة ذوي مشكلات التعلم، ترجمة: رضا مسعد، وإبراهيم عبد الله. عمّان: دار الفكر ناشرون موزعون.
ثانيًا: المراجع الأجنبية
Abu-Leil, A. K., Share, D. L., & Ibrahim, R. (2014). How Does Speed and Accuracy in Reading Relate to Reading Comprehension in Arabic? Psicologica: International Journal of Methodology and Experimental Psychology, 35(2), 251-276.
Abu-Hamour, B., Al-Hmouz, H., & Kenana, M. (2013). The effect of short vowelization on curriculum-based measurement of reading fluency and comprehension in Arabic. Australian Journal of Learning Difficulties, 18(2), 181-197.
Abu-Rabia, S. (2001). The role of vowels in reading Semitic scripts: Data from Arabic and Hebrew. Reading and Writing, 14(1-2), 39-59.
Abu-Rabia, S. (2007). The role of morphology and short vowelization in reading Arabic among normal and dyslexic readers in grades 3, 6, 9, and 12. Journal of Psycholinguistic Research, 36(2), 89-106.
Abu-Rabia, S., & Abu-Rahmoun, N. (2012). The role of phonology and morphology in the development of basic reading skills of dyslexic and normal native Arabic readers. Creative Education, 3(07), 1259.
Al Ghanem, R., & Kearns, D. M. (2015). Orthographic, phonological, and morphological skills and children's word reading in Arabic: A literature review. Reading Research Quarterly, 50(1), 83-109
American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders fifth edition DSM-5. American Psychiatric Publishing.
Araújo, S., Faísca, L., Petersson, K. M., & Reis, A. (2011). What does rapid naming tell us about dyslexia? Avances en Psicología Latinoamericana, 29(2), 199-213.
Bourisly, A. K. et al. (2013). Neural correlates of diacritics in Arabic: An fMRI study. Journal of Neurolinguistics, 26(1), 195-206.
Bowey, J. A., McGuigan, M., & Ruschena, A. (2005). On the association between serial naming speed for letters and digits and word‐reading skill: Towards adevelopmental account. Journal of Research in Reading, 28(4), 400-422.
Bowey, J. A., McGuigan, M., & Ruschena, A. (2005). On the association between serial naming speed for letters and digits and word‐reading skill: towards a developmental account. Journal of Research in Reading, 28(4), 400-422.
Clarke, P., Hulme, C., & Snowling, M. (2005). Individual differences in RAN and reading: A response timing analysis. Journal of Research in Reading, 28(2), 73-86.
Elbeheri, G., Everatt, J., Mahfoudhi, A., Abu Al‐Diyar, M., & Taibah, N. (2011). Orthographic processing and reading comprehension among Arabic speaking mainstream and LD children. Dyslexia, 17(2), 123-142
Eviatar, Z., & Ibrahim, R. (2000). Bilingual is as bilingual does: Metalinguistic abilities of Arabic-speaking children. Applied Psycholinguistics, 21(4), 451-471.
Frost, R. (2005). Orthographic systems and skilled word recognition processes in reading. The science of reading: A handbook, 272-295.
Ibrahim, R. (2013). Reading in Arabic: New evidence for the role of vowel signs. Creative Education, 4(04), 248.
Ibrahim, R. (2015). How does Rapid Automatized Naming (RAN) correlate with measures of reading fluency in Arabic. Psychology, 6(3), 269-277.
Kirby, J. R., Georgiou, G. K., Martinussen, R., & Parrila, R. (2010). Naming speed and reading: From prediction to instruction. Reading Research Quarterly, 45(3), 341-362.
Maroun, M., & Hanley, J. R. (2017). Diacritics improve comprehension of the Arabic script by providing access to the meanings of heterophonic homographs. Reading and Writing, 30 (2), 319-335.
Mitchell, J. J. (2001). Comprehensive test of phonological processing. Assessment for Effective Intervention, 26(3), 57-63.
Neuhaus, G. F., & Swank, P. R. (2002). Understanding the relations between RAN letter subtest components and word reading in first-grade students. Journal of Learning Disabilities, 35(2), 158-174.
Norton, E. S., & Wolf, M. (2012). Rapid automatized naming (RAN) and reading fluency: Implications for understanding and treatment of reading disabilities. Annual review of psychology, 63, 427-452.
Ramus, F.et al. (2003). Theories of developmental dyslexia: insights from a multiple case study of dyslexic adults. Brain, 126(4), 841-865.
Reiter, B. A. (2002). Reading disabilities related to word recognition: Underlying deficits and diagnostic approaches. Canadian Journal of School Psychology, 17(1), 65-84.
Savage, R. (2004). Motor skills, automaticity and developmental dyslexia: A review of the research literature. Reading and Writing, 17(3), 301-324.
Schatschneider, C. et al. (2002). Relationship of rapid automatized naming and phonological awareness in early reading development: Implications for the double-deficit hypothesis. Journal of learning disabilities, 35(3), 245-256.
Schatschneider, C.et al. (2002). Relationship of rapid automatized naming and phonological awareness in early reading development: Implications for the double-deficit hypothesis. Journal of learning disabilities, 35(3), 245-256.
Snowling, M. J. (2001). From language to reading and dyslexia 1. Dyslexia, 7(1), 37-46.
Swanson, H. L. et al. (2003). Rapid naming, phonological awareness, and reading: A meta-analysis of the correlation evidence. Review of Educational Research, 73(4), 407-440.
Taha, H. Y. (2013). Reading and spelling in Arabic: Linguistic and orthographic complexity. Theory & Practice in Language Studies, 3(5).
Taibah, N. J. & Haynes, C. W. (2011). Contributions of phonological processing skills to reading skills in Arabic speaking children. Reading & Writing: An Interdisciplinary Journal, 24, 1019-1024.
Taibah, N. J. & Haynes, C. W. (2011). Contributions of phonological processing skills to reading skills in Arabic speaking children. Reading & Writing: An Interdisciplinary Journal, 24, 1019-1024.
Torgesen, J., Wagner, R. K., & Rashotte, C. A. (1999). Comprehensive test of phonological processing. Austin, TX: Pro-Ed.
Tuersley, L. (2005). Relationships among rapid digit naming, phonological processing, motor automaticity, and speecn perception in poor, average, and good readers and spellers. Journal of Learning Disabilities, 38(1), 12-28.
Vukovic, R. K., & Siegel, L. S. (2006). The double-deficit hypothesis: A comprehensive analysis of the evidence. Journal of Learning disabilities, 39(1), 25-47.
Wolf, M., & Bowers, P. G. (2000). Naming-speed processes and developmental reading disabilities: An introduction to the special issue on the double-deficit hypothesis. Journal of learning disabilities, 33(4), 322-324
Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific studies of reading, 5(3), 211-239.
أبو الديار، مسعد نجاح. (2011). بعض المتغيرات الفونولوجية وعلاقتها بصعوبات القراءة والكتابة في ضوء نظرية الخلل المزدوج. مجلة المنظمة العربية للتربية والثقافة والعلوم، تونس.
أبو الديار، مسعد والبحيري، جاد وطيبة، نادية ومحفوظي، عبد الستار وايفرات، جون. (2012). العمليات الفونولوجية وصعوبات القراءة والكتابة. الكويت: مركز تقويم وتعليم الطفل.
البحيري، جاد ومحفوظي، عبد الستار. (2014). مسح أهم الدراسات والبحوث المتعلقة باكتساب المهارات القرائية الأساسية باللغة العربية. تونس: المنظمة العربية للتربية والثقافة والعلوم.
جلجل، نصرة محمد عبد المجيد. (2008). فعالية تدريبات التكرار وبعض الاستراتيجيات الذاكرة باستخدام الحاسوب في تحسين التسمية السريعة والذاكرة العاملة والفهم القرائي لدى التلاميذ ذوي صعوبات التعلم. مجلة كلية التربية، جامعة بنها مصر. (18)، 75.
السيد، عبد الحميد. (2009). الفرق بين الأطفال الدسلكسيين والعاديين في عمليات التجهيز الفونيمي وسرعة التسمية في إطار نظرية فرضيتي القصور والعجز. مجلة كلية التربية، جامعة الأزهر. (1)، 140.
طيبي، سناء والسرطاوي، عبد العزيز والغزو، عماد ومنصور، ناظم. (2009). مقدمة في صعوبات القراءة. عمّان: دار وائل للنشر.
عبده، داود. (2010). دراسات في علم أصوات العربية. عمّان: دار جرير للنشر والتوزيع.
فليتشر، جاك، وليون، ريد، وفيوكس، لين، وبارنز، مارسيا. (2013). صعوبات التعلم من التشخيص إلى العلاج، ترجمة: شحدة فارع. أبو ظبي: هيئة أبو ظبي للسياحة والثقافة.
المديرية العامة للتخطيط وضبط الجودة. (2017). منشورات الوزارة. سلطنة عمان: وزارة التربية والتعليم.
ميرسر، سيسيل د وميرسر، ان ر. (2008). تدريس الطلبة ذوي مشكلات التعلم، ترجمة: رضا مسعد، وإبراهيم عبد الله. عمّان: دار الفكر ناشرون موزعون.
ثانيًا: المراجع الأجنبية
Abu-Leil, A. K., Share, D. L., & Ibrahim, R. (2014). How Does Speed and Accuracy in Reading Relate to Reading Comprehension in Arabic? Psicologica: International Journal of Methodology and Experimental Psychology, 35(2), 251-276.
Abu-Hamour, B., Al-Hmouz, H., & Kenana, M. (2013). The effect of short vowelization on curriculum-based measurement of reading fluency and comprehension in Arabic. Australian Journal of Learning Difficulties, 18(2), 181-197.
Abu-Rabia, S. (2001). The role of vowels in reading Semitic scripts: Data from Arabic and Hebrew. Reading and Writing, 14(1-2), 39-59.
Abu-Rabia, S. (2007). The role of morphology and short vowelization in reading Arabic among normal and dyslexic readers in grades 3, 6, 9, and 12. Journal of Psycholinguistic Research, 36(2), 89-106.
Abu-Rabia, S., & Abu-Rahmoun, N. (2012). The role of phonology and morphology in the development of basic reading skills of dyslexic and normal native Arabic readers. Creative Education, 3(07), 1259.
Al Ghanem, R., & Kearns, D. M. (2015). Orthographic, phonological, and morphological skills and children's word reading in Arabic: A literature review. Reading Research Quarterly, 50(1), 83-109
American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders fifth edition DSM-5. American Psychiatric Publishing.
Araújo, S., Faísca, L., Petersson, K. M., & Reis, A. (2011). What does rapid naming tell us about dyslexia? Avances en Psicología Latinoamericana, 29(2), 199-213.
Bourisly, A. K. et al. (2013). Neural correlates of diacritics in Arabic: An fMRI study. Journal of Neurolinguistics, 26(1), 195-206.
Bowey, J. A., McGuigan, M., & Ruschena, A. (2005). On the association between serial naming speed for letters and digits and word‐reading skill: Towards adevelopmental account. Journal of Research in Reading, 28(4), 400-422.
Bowey, J. A., McGuigan, M., & Ruschena, A. (2005). On the association between serial naming speed for letters and digits and word‐reading skill: towards a developmental account. Journal of Research in Reading, 28(4), 400-422.
Clarke, P., Hulme, C., & Snowling, M. (2005). Individual differences in RAN and reading: A response timing analysis. Journal of Research in Reading, 28(2), 73-86.
Elbeheri, G., Everatt, J., Mahfoudhi, A., Abu Al‐Diyar, M., & Taibah, N. (2011). Orthographic processing and reading comprehension among Arabic speaking mainstream and LD children. Dyslexia, 17(2), 123-142
Eviatar, Z., & Ibrahim, R. (2000). Bilingual is as bilingual does: Metalinguistic abilities of Arabic-speaking children. Applied Psycholinguistics, 21(4), 451-471.
Frost, R. (2005). Orthographic systems and skilled word recognition processes in reading. The science of reading: A handbook, 272-295.
Ibrahim, R. (2013). Reading in Arabic: New evidence for the role of vowel signs. Creative Education, 4(04), 248.
Ibrahim, R. (2015). How does Rapid Automatized Naming (RAN) correlate with measures of reading fluency in Arabic. Psychology, 6(3), 269-277.
Kirby, J. R., Georgiou, G. K., Martinussen, R., & Parrila, R. (2010). Naming speed and reading: From prediction to instruction. Reading Research Quarterly, 45(3), 341-362.
Maroun, M., & Hanley, J. R. (2017). Diacritics improve comprehension of the Arabic script by providing access to the meanings of heterophonic homographs. Reading and Writing, 30 (2), 319-335.
Mitchell, J. J. (2001). Comprehensive test of phonological processing. Assessment for Effective Intervention, 26(3), 57-63.
Neuhaus, G. F., & Swank, P. R. (2002). Understanding the relations between RAN letter subtest components and word reading in first-grade students. Journal of Learning Disabilities, 35(2), 158-174.
Norton, E. S., & Wolf, M. (2012). Rapid automatized naming (RAN) and reading fluency: Implications for understanding and treatment of reading disabilities. Annual review of psychology, 63, 427-452.
Ramus, F.et al. (2003). Theories of developmental dyslexia: insights from a multiple case study of dyslexic adults. Brain, 126(4), 841-865.
Reiter, B. A. (2002). Reading disabilities related to word recognition: Underlying deficits and diagnostic approaches. Canadian Journal of School Psychology, 17(1), 65-84.
Savage, R. (2004). Motor skills, automaticity and developmental dyslexia: A review of the research literature. Reading and Writing, 17(3), 301-324.
Schatschneider, C. et al. (2002). Relationship of rapid automatized naming and phonological awareness in early reading development: Implications for the double-deficit hypothesis. Journal of learning disabilities, 35(3), 245-256.
Schatschneider, C.et al. (2002). Relationship of rapid automatized naming and phonological awareness in early reading development: Implications for the double-deficit hypothesis. Journal of learning disabilities, 35(3), 245-256.
Snowling, M. J. (2001). From language to reading and dyslexia 1. Dyslexia, 7(1), 37-46.
Swanson, H. L. et al. (2003). Rapid naming, phonological awareness, and reading: A meta-analysis of the correlation evidence. Review of Educational Research, 73(4), 407-440.
Taha, H. Y. (2013). Reading and spelling in Arabic: Linguistic and orthographic complexity. Theory & Practice in Language Studies, 3(5).
Taibah, N. J. & Haynes, C. W. (2011). Contributions of phonological processing skills to reading skills in Arabic speaking children. Reading & Writing: An Interdisciplinary Journal, 24, 1019-1024.
Taibah, N. J. & Haynes, C. W. (2011). Contributions of phonological processing skills to reading skills in Arabic speaking children. Reading & Writing: An Interdisciplinary Journal, 24, 1019-1024.
Torgesen, J., Wagner, R. K., & Rashotte, C. A. (1999). Comprehensive test of phonological processing. Austin, TX: Pro-Ed.
Tuersley, L. (2005). Relationships among rapid digit naming, phonological processing, motor automaticity, and speecn perception in poor, average, and good readers and spellers. Journal of Learning Disabilities, 38(1), 12-28.
Vukovic, R. K., & Siegel, L. S. (2006). The double-deficit hypothesis: A comprehensive analysis of the evidence. Journal of Learning disabilities, 39(1), 25-47.
Wolf, M., & Bowers, P. G. (2000). Naming-speed processes and developmental reading disabilities: An introduction to the special issue on the double-deficit hypothesis. Journal of learning disabilities, 33(4), 322-324
Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific studies of reading, 5(3), 211-239.
How to Cite
Mohamed Zahran Al-Balushi, Khamis, Mahmoud Mohamed Emam, and Humairaa Al-Sulaimania. 2021. “The Effect of Arabic Diacritics on Rapid Naming of Fourth Grade Students With and Without Reading Disabilities in the Sultanate of Oman”. Journal of Educational Sciences – Qatar University 16 (16). https://doi.org/10.29117/jes.2020.0038.
Section
Articles in Arabic