Literaturnachweis - Detailanzeige
| Autor/inn/en | Taha, Haitham; Taha, Hanada; Shaheen, Huda |
|---|---|
| Titel | The Effect of the Linguistic Status of Text Previewing in Arabic on the Reading Comprehension Outcomes among Second and Sixth Grade Native Arabs Readers: A Cross-Sectional View |
| Quelle | In: Journal of Psycholinguistic Research, 52 (2023) 6, S.2661-2676 (16 Seiten)
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| Zusatzinformation | ORCID (Taha, Haitham) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0090-6905 |
| DOI | 10.1007/s10936-023-10013-0 |
| Schlagwörter | Arabic; Reading Comprehension; Grade 2; Grade 6; Native Language; Reading Strategies; Oral Reading; Reading Achievement; Verbal Learning |
| Abstract | The current study examined the effect of the linguistic status of the verbal previewing strategy on the outcomes of reading comprehension tasks among second (N = 25, age 7.08 ± 0.3), and sixth-grade students (N = 25, age 11.75 ± 0.25), with typical reading development. The texts for each group were carefully matched and were divided into three conditions of verbal previewing: (a) Standard Arabic previewing (hereafter: StA previewing); (b) spoken Arabic previewing (hereafter: SpA previewing); (c) without previewing. The results showed that for the second-grade readers, SpA previewing had a significant contribution to the reading comprehension outcomes compared to the other conditions of previewing while for the sixth-grade readers; StA previewing had a significant contribution to the outcomes of reading comprehension. The findings were explained according to the assumption that relatively native Arab speaking students develop a progressive change toward activation of StA representations for verbal learning. Such representations become more efficient as a result of the dominant exposure to StA during performing reading and writing tasks. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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