Mansour-Adwan Jasmeen, Khateb Asaid
The Unit for the Study of Arabic Language, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Israel.
The Arab Academic Institute of Education, Beit Berl College, Kfar Saba, Israel.
J Speech Lang Hear Res. 2025 Mar 26;68(3S):1468-1483. doi: 10.1044/2024_JSLHR-23-00533. Epub 2024 Nov 4.
This study aimed to evaluate the stability of phonological awareness (PA) and language achievements between kindergarten and first grade among Arabic-speaking children.
A total of 1,158 children were assessed in PA and language skills in both grades and were classified based on distinct and integrated achievements on PA and language following percentiles' cutoff criteria. The classification of distinct achievements constituted high, intermediate, low, and very low achievement-based groups for each domain. The classification of the integrated achievements on both domains constituted four groups: intermediate-high PA and language, very low PA, very low language, and doubly low (very low PA and language). Descriptive statistics and McNemar's tests were used to examine the stability of these groups.
The analyses showed a significant improvement in achievements on most tasks. The distinct classification for PA and language indicated that many more kindergarteners in the extreme distribution with high and very low achievement levels maintained this profile in first grade compared to those with intermediate achievements. For PA, 55.7% of kindergarteners with high, 30% with intermediate, 30.4% with low, and 45.5% with very low achievements maintained their achievements in first grade. For language, 52.5% of kindergarteners with high, 34.5% with intermediate, 38.8% with low, and 59.8% with very low achievements maintained their language achievements. The integrated classification indicated a higher achievement stability rate for kindergarteners with intermediate-high PA and language (91.3%) and for doubly low achievers (84.7%) compared to very low PA (24.1%) or very low language (31.8%) achievers.
The study indicated a higher variability in the distribution of the intermediate achievements compared to the high and very low achievements, which were more stable across grade. The results emphasize the need for dynamic linguistic assessments and early intervention for children with very low achievements in PA and language who show a poor prognosis.
本研究旨在评估说阿拉伯语儿童在幼儿园和一年级之间语音意识（PA）和语言成绩的稳定性。
共有1158名儿童在两个年级接受了PA和语言技能评估，并根据PA和语言的不同及综合成绩，按照百分位数截止标准进行分类。不同成绩的分类为每个领域构成了高、中、低和极低成绩组。两个领域综合成绩的分类构成了四组：中高PA和语言、极低PA、极低语言以及双低（极低PA和语言）。使用描述性统计和麦克尼马尔检验来检验这些组的稳定性。
分析表明，大多数任务的成绩有显著提高。PA和语言的不同分类表明，与中等成绩的儿童相比，处于高和极低成绩水平极端分布的幼儿园儿童在一年级时保持这种成绩分布的比例更高。对于PA，成绩高的幼儿园儿童中有55.7%、中等成绩的有30%、低成绩的有30.4%、极低成绩的有45.5%在一年级时保持了他们的成绩。对于语言，成绩高的幼儿园儿童中有52.5%、中等成绩的有34.5%、低成绩的有38.8%、极低成绩的有59.8%保持了他们的语言成绩。综合分类表明，与极低PA（24.1%）或极低语言（31.8%）成绩的儿童相比，中高PA和语言的幼儿园儿童（91.3%）和双低成绩儿童（84.7%）的成绩稳定性更高。
研究表明，与高和极低成绩相比，中等成绩分布的变异性更大，高和极低成绩在各年级更稳定。结果强调了对PA和语言成绩极低且预后不良的儿童进行动态语言评估和早期干预的必要性。
