Morphology and Reading Skills in Arabic-Speaking Syrian Refugee Children

Autor/inn/en	Al-Janaideh, Redab; Tibi, Sana; Gottardo, Alexandra; Paradis, Johanne; Chen, Xi
Titel	Morphology and Reading Skills in Arabic-Speaking Syrian Refugee Children
Quelle	In: Reading Research Quarterly, 58 (2023) 3, S.391-405 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Al-Janaideh, Redab) ORCID (Tibi, Sana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.495
Schlagwörter	Morphology (Languages); Reading Skills; Arabic; Refugees; Foreign Countries; Literacy; Children; Syria; Canada + Suchen Sie Ihr Suchwort? Morphology; Morphologie; Reading skill; Lesefertigkeit; Arabisch; Flüchtling; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Child; Kind; Kinder; Syrien; Kanada
Abstract	Limited research has been conducted on the literacy skills of Arabic-speaking refugee children. This study investigated the concurrent and longitudinal roles of morphological awareness in Arabic word reading and reading comprehension. A total of 75 Syrian refugee children aged 6-13 years resettled in Canada were administered measures of nonverbal reasoning, vocabulary, phonological awareness, morphological awareness, word reading accuracy, and reading comprehension at two points in time separated by 1 year. Hierarchical regression analyses, controlling for age, nonverbal and verbal cognitive abilities, and phonological awareness indicated that morphological awareness was related to word reading and reading comprehension concurrently and longitudinally. Results are interpreted in the context of the targeted refugee population and the linguistic and orthographic features of Arabic. Implications for future research, assessment, and instruction are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01