Center for Child Evaluation & Teaching, Safat, Kuwait.
J Learn Disabil. 2010 Nov-Dec;43(6):500-14. doi: 10.1177/0022219409355478. Epub 2010 Apr 7.
This work examines the role of morphological awareness in contrast to phonological processing in reading comprehension amongst two groups of native Arabic children: a group with learning disabilities (LD) and a mainstream group who were matched to the LD group in age or reading level. Measures of reading comprehension fluency, phonological skills, and morphological ability were given to both groups in addition to tests of nonverbal ability. For the mainstream children, unique variability in comprehension was predicted by the morphological measures over that of the measures of phonological skills and general nonverbal ability. In contrast, for the LD data, variability in comprehension was not predicted by morphological ability even though the children with LD performed the morphology task as well as their typically developing peers did. These findings are discussed in terms of theories of reading acquisition across languages as well as recommendations for literacy teaching and LD intervention in Arabic.
这项工作研究了形态意识在阅读理解中的作用，对比了两组母语为阿拉伯语的儿童：一组是有学习障碍（LD）的儿童，另一组是与 LD 组在年龄或阅读水平上相匹配的主流儿童。除了非语言能力测试外，还对两组儿童进行了阅读理解流畅性、语音技能和形态能力的测量。对于主流儿童，形态学测量比语音技能和一般非语言能力测量更能预测理解的独特可变性。相比之下，对于 LD 数据，形态学能力并不能预测理解的可变性，尽管 LD 儿童在执行形态学任务时表现得与他们正常发育的同龄人一样好。这些发现将从跨语言阅读习得理论以及阿拉伯语读写教学和 LD 干预的建议方面进行讨论。
