Affiliation:
1. Ontario Institute for Studies in Education, University of Toronto Toronto Ontario Canada
2. Florida State University Tallahassee Florida USA
3. Wilfrid Laurier University Waterloo Ontario Canada
4. University of Alberta Edmonton Alberta Canada
Abstract
ABSTRACTLimited 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.
Funder
Social Sciences and Humanities Research Council of Canada
Subject
Developmental and Educational Psychology,Education
Cited by
1 articles.
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