The Arab Academic College for Education, Department of special education and Learning Disabilities, Haifa, Israel.
The Unit for the Study of Arabic Language, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities. University of Haifa, Israel.
J Child Lang. 2024 Jul;51(4):834-856. doi: 10.1017/S0305000922000538. Epub 2022 Nov 4.
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.
在阅读习得的起始阶段，社会经济地位（SES）与语言技能之间的关系在研究中并没有得到太多关注。在这项研究中，对 127 名阿拉伯语儿童在一年级结束时进行了一系列标准化的口头和书面语言测试。在一系列口头语言测试（词汇、语法、形态和听力理解）中发现了 SES 相关的差异，但在语音意识（PA）和快速自动命名（RAN）中没有差异，也没有在任何阅读成分（解码、单词阅读、阅读理解和正字法知识）中发现差异。这些发现表明，在阅读教学的第一年，SES 与语言技能之间的关系存在两组语言技能的区别。结果表明，在阿拉伯语初学者中，SES 不应被视为 PA、RAN 和阅读发展的中介因素。
