Early Predictors for Reading Comprehension Difficulties Among Israeli Native Arabic–Speaking Pupils in Fourth Grade

• In Event: Marriott Roundtable Session 20
  In Roundtable Session: Considerations in Literacy Comprehension

Abstract

The current study followed literacy skills development amongst 79 Arabic native- speaking pupils from kindergarten to fourth grade. Based on fourth grade reading comprehension attainments, skilled and poor readers’ groups were identified. A mixed- analysis of variance pointed to progress on the various assessed literacy domains within both groups, excluding phonological and morphological awareness, concepts of print and alphabetic principle. On the later, skilled readers showed significantly higher performance when compared to poor readers. Hierarchical regression analysis showed that reading comprehension performance in fourth grade is best predicted by alphabetic principle and morphological awareness skills in kindergarten and by phonological awareness in second grade. Overall, the results emphasis the necessity of moving beyond phonological awareness skills to reading in Arabic.

Author

• Dr. Bahaa' Afiff Makhoul, Oranim Academic College of Education