Asadi Ibrahim A, Kasperski Ronen
Department of Special Education and Learning Disabilities, The Academic Arab College for Education, 22 Hahashmal St., P.O. Box 8340, Haifa, Israel.
The Unit for the Study of Arabic Language, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Faculty of Education, University of Haifa, Haifa, Israel.
J Psycholinguist Res. 2024 Mar 12;53(2):27. doi: 10.1007/s10936-024-10054-z.
This study aimed to examine the validity of the "simple view of reading" (SVR) model in the diglossic Arabic language. Using a longitudinal design, we tested whether decoding and listening comprehension (LC) in kindergarten can later predict reading comprehension (RC) in the first grade and whether the contribution of LC to RC differs between the spoken and literary varieties of Arabic. The participants were 261 kindergartners who were followed to the first grade. Our results from separate SEM analysis for the spoken and literary varieties revealed some similarity between the explained variance in the spoken (52%) and literary (48%) variety models. However, while the contribution of LC to RC was higher than the contribution of decoding in the spoken variety model, an opposite pattern was observed in the literary variety model. The results are discussed in light of the diglossia phenomenon and its impact on comprehension skills in Arabic, with theoretical and pedagogical implications.
本研究旨在检验“阅读简单观”（SVR）模型在双言制阿拉伯语中的有效性。采用纵向设计，我们测试了幼儿园阶段的解码能力和听力理解（LC）能否在之后预测一年级的阅读理解（RC），以及LC对RC的贡献在阿拉伯语的口语和书面语变体之间是否存在差异。研究参与者为261名幼儿园儿童，他们被跟踪至一年级。我们对口语和书面语变体分别进行结构方程模型（SEM）分析的结果显示，口语变体模型（52%）和书面语变体模型（48%）的解释方差之间存在一些相似性。然而，虽然在口语变体模型中LC对RC的贡献高于解码的贡献，但在书面语变体模型中却观察到相反的模式。我们根据双言制现象及其对阿拉伯语理解技能的影响对研究结果进行了讨论，并探讨了其理论和教学意义。
