Lama K. Farran|Gary E. Bingham|Mona W. Matthews
The relationship between language and reading in bilingual English-Arabic children
Georgia State University|Georgia State University|Georgia State University
connection language reading well established across many languages studied date little known however role language reading arabica semitic language characterized diglossiain oral written varieties differ across language components study examined relationship among multiple components language namely phonology morphology vocabulary reading outcomes 83 bilingual englisharabic children results revealed associations phonological awareness skills across english arabic associations hold morphological awareness skills results also revealed arabic english phonological awareness predicted word pseudoword reading accuracy vocabulary predicted reading comprehension findings consistent tenets extended version triangle model reading underscores importance multiple language components predicting reading outcomes implications future research early intervention instruction bilingual children highlighted