The impact of lexical and phonological distance on reading acquisition: The diglossic context of Arabic

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in Reading Pub Date : 2023-08-01 DOI:10.1111/1467-9817.12433

Abeer Asli-Badarneh, Ibrahim Asadi

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引用次数: 2

Abstract

Background

Arabic is recognised as diglossic; one manifestation of diglossia is the co-existence of two varieties of the language used in different social settings: standard (or literary) Arabic (StA) and spoken Arabic (SpA).

The study investigated the impact of lexical–phonological distance in Arabic (identical, cognate, unique, which are different types of words) on reading accuracy and fluency across grade levels.

Methods

The participants were 180 native Arabic-speaking children first and second graders. Participants were asked to read three-word lists comprising words of three different lexical distance from spoken Arabic (identical, cognates and unique) and three text selections representing similar lexical distance (mostly identical, mostly cognates and mostly unique).

Results

The findings showed a main effect of the word and text lexical distance fluency and accuracy reading scores. There was also a main effect of grade level on both scores. In addition, a significant interaction between the word and type words text lexical distance and grade level was found. The results revealed a more significant gap between the identical and the other two lexical distance categories (cognates and unique) in the second grade than in the first grade. Similarly, a more significant disparity was observed between the mostly identical type words and mostly cognate type word texts compared to unique type word texts in the second grade than in the first grade.

Conclusions

The results highlight the importance of StA knowledge and the centrality of diglossia lexical–phonological distance categories in reading, especially the contribution of reading StA words to text reading. The higher performance levels when reading identical compared to unique and cognate words and texts are discussed in light of the theoretical approaches to diglossic lexical–phonological distance. The results point to the centrality of diglossia lexical–phonological distance categories in reading.

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词汇和语音距离对阅读习得的影响:阿拉伯语的双叙语境

背景:阿拉伯语被认为是diglology;diglossia的一个表现是在不同的社会环境中使用的两种语言的共存:标准(或文学)阿拉伯语(StA)和阿拉伯语口语(SpA)。本研究调查了阿拉伯语词汇-语音距离(相同，同源，独特，这是不同类型的词)对不同年级学生阅读准确性和流畅性的影响。方法调查对象为180名母语为阿拉伯语的一、二年级儿童。参与者被要求阅读三个单词列表，其中包括与阿拉伯语口语有三种不同词汇距离的单词(相同的、同源的和独特的)，以及代表相似词汇距离的三个文本选择(大部分相同的、大部分同源的和独特的)。结果结果表明，单词和文本的词汇距离、流畅性和准确性是影响阅读成绩的主要因素。年级水平对两个分数也有主要影响。此外，词汇与类型词、文本词汇距离与年级水平之间存在显著的交互作用。结果表明，二年级的同音和异音词汇距离类别与其他两个词汇距离类别(同音和异音)之间的差距明显大于一年级。同样，二年级与一年级相比，相同类型词和同源类型词文本与独特类型词文本之间的差异更为显著。结论本研究结果强调了习得知识在阅读中的重要性和双元词汇语音距离范畴在阅读中的中心地位，尤其是习得词汇对语篇阅读的贡献。从二语学词汇-语音距离的理论研究角度探讨了在阅读相同词语和同源词语时的高水平表现。研究结果表明，双元词汇-语音距离类别在阅读中的中心地位。

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Journal of Research in Reading Multiple-

CiteScore

4.50

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0.00%

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期刊介绍： Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology.

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