Ibrahim A. Asadi|Asaïd Khateb|Michal Shany
How simple is reading in Arabic? A cross?sectional investigation of reading comprehension from first to sixth grade
The Arab Academic College for Education in Israel|University of Haifa|University of Haifa|University of Haifa
study aimed examine crosssectional perspective extent simple view reading svr model adapted arabic language carried verifying beginning skilled readers whether unique orthographical morphological characteristics arabic contribute reading comprehension beyond decoding listening comprehension abilities reading comprehension evaluated large sample first sixthgrade arabicspeaking children participants decoding listening comprehension abilities investigated together orthographic morphological knowledge path analysis indicated reading comprehension moderately explained svr 5638 orthographic morphological knowledge explained additional 1022 variance beyond explained basic svr components findings demonstrate certain linguistic aspects arabic impact reading processes differently compared languages psycholinguistic implications findings discussed light previous findings literature already known topic simple view reading model explains reading comprehension product decoding listening comprehension model explains 70 83 variance reading comprehension english contribution decoding listening comprehension varies function level readers orthographic transparency unique characteristics languages studied might influence reading comprehension languages paper add arabic diglossic language characterised relatively unique orthographic morphological features validity simple view reading svr tested basic components svr decoding listening comprehension explained 56 38 variance reading comprehension children first sixth grade decoding one basic components svr failed contribute reading comprehension orthography morphology considered implications practice andor policy largescale crosssectional study first type assess reading comprehension arabic study justifies necessity assess suitability svr languages specific linguistic characteristics arabic results emphasise necessity considering complex orthography rich morphology arabic improving teaching assessment intervention