A Phonological Awareness Test in Arabic Language for Young Learners: Validation Study

Rashid S Almehrizi,Yousra Al Sinani,Sahar El Shourbagi,Raya Al Mandhari,Badriya Al Mahrouqi,Amal Al-Kiyoumi,Thuwayba A Al Barwani,Ali Al Zameli

doi:10.7575/aiac.ijalel.v.9n.6p.58

Abstract

A wide variety of tests measures phonemic and phonological awareness in different languages. There are very few tools of phonemic and phonological awareness in Arabic language. Such tools help to identify students’ weaknesses and strengths especially in early stages of their schooling for better instruction and intervention. Although Arabic phonetically maps between letters and sounds, it is not an easy language to read because of challenges inherent to the structure of the language itself. This paper explores a validation study of Arabic phonological awareness tests for kindergartners and first graders in Oman. Two different tests of phonological awareness and common skills were developed for two samples: kindergartners (n = 113) and first graders (n = 70). Results support the validity and reliability of the two tests and suggest that they can be used as diagnostic tools to identify children with low phonological awareness and help initiate appropriate reading intervention programs for them.

Highlights

Phonological awareness has gained momentum in the field of literacy in the past few decades
This paper explores a validation study of Arabic phonological awareness tests for kindergartners and first graders in Oman
The two tests were validated to ensure that they measured phonological awareness and that their content was a representative sample of possible phonological awareness skills among kindergartners and first graders

Summary

Introduction

Phonological awareness has gained momentum in the field of literacy in the past few decades. It is defined as awareness of the sounds of language, including syllables, onsets and rhymes, and phonemes (Sensenbaugh, 1996; Layton, Deeny, Upton & Tall, 1998; Gillet, Temple & Crawford, 2004). Recent investigations in language acquisition have addressed the relationship between phonological awareness and reading ability (Ehri, 1991; Olofsson & Niedersoe, 1999; Goswami, 2000). Reading in either the mother tongue or a foreign language is a complicated process that entails a number of processes and skills, including phonological awareness. 5–10% of children who do not read well in their first year of school might face some reading difficulties in the following years as well. McCardle, Scarborough, and Catts (2001) found that 65–75% of initial poor readers continue to be poor readers in their later school years

Objectives

Results

Conclusion