Hassanein Elsayed E A, Johnson Evelyn S, Ibrahim Sayed, Alshaboul Yousef
Department of Psychological Sciences, College of Education, Qatar University, Doha, Qatar.
Department of Early and Special Education, Boise State University, Boise, ID, United States.
Front Psychol. 2023 Apr 27;14:1077643. doi: 10.3389/fpsyg.2023.1077643. eCollection 2023.
Efficient and accurate word reading ability is critical for later reading success. As such, it is important to understand the component skills that underlie strong word reading ability. Although a growing research base points to the importance of phonological processing, morphological processing and orthographic processing for accurate and fluent word reading in Arabic, there are few studies that examine all three areas at one time to better understand their role in word reading. Additionally, it remains unclear whether the contribution of the various processes might differ across the early years when children are learning to read. 1,098 pupils in grades 1-3 participated in this study and took tests for phonological processing, morphological processing, orthographic processing, and word reading accuracy and fluency. According to the findings of regression analyses, the relative contribution of these underlying processes differed according to the method used to test word reading and the student's grade level. Regarding accuracy, several subscales of phonological processing and two measures of orthographic processing accounted for significant differences in word reading accuracy for first graders. For second grade students, nonword repetition, elision, and all three measures of orthographic processing accounted for variance. In third grade, elision and memory for digits, word creation and morpheme identification, and letter/sound identification and orthographic fluency were significant predictors of word reading accuracy. In terms of fluency, two subscales of phonological processing, two measures of orthographic processing, and two measures of morphological processing explained significant differences in word reading fluency for first graders. For second grade students, nonword repetition, elision, RAN-digits, isolation, segmenting and all the measures of orthographic processing and word creation explained unique variance in word reading fluency. In third grade, elision, RAN-letters, RAN-digits and phoneme isolation, all measures of orthographic processing and morphological processing, explained variance in word reading fluency. Implications and future directions in research are discussed.
高效准确的单词认读能力对日后的阅读成功至关重要。因此，了解构成强大单词认读能力的组成技能非常重要。尽管越来越多的研究表明语音加工、词法加工和正字法加工对阿拉伯语中准确流畅的单词认读很重要，但很少有研究同时考察这三个领域，以更好地理解它们在单词认读中的作用。此外，在儿童学习阅读的早期阶段，各种加工过程的贡献是否会有所不同仍不清楚。1098名一至三年级的学生参与了这项研究，并进行了语音加工、词法加工、正字法加工以及单词认读准确性和流畅性的测试。根据回归分析的结果，这些基础加工过程的相对贡献因测试单词认读的方法和学生的年级水平而异。在准确性方面，语音加工的几个子量表和正字法加工的两项指标解释了一年级学生单词认读准确性的显著差异。对于二年级学生，非词重复、省略以及正字法加工的所有三项指标都解释了差异。在三年级，省略和数字记忆、单词创造和词素识别，以及字母/声音识别和正字法流畅性是单词认读准确性的显著预测指标。在流畅性方面，语音加工的两个子量表、正字法加工的两项指标和词法加工的两项指标解释了一年级学生单词认读流畅性的显著差异。对于二年级学生，非词重复、省略、随机数字命名、孤立、分割以及正字法加工和单词创造的所有指标都解释了单词认读流畅性的独特差异。在三年级，省略、随机字母命名、随机数字命名和音素孤立、正字法加工和词法加工的所有指标都解释了单词认读流畅性的差异。文中还讨论了研究的意义和未来方向。
