Abstract
Two groups of kindergarten children received a battery of phonological awareness, reading, and general abilities tests across a two-year period. One of the groups received phonological training whereas the other (control) group did not. Results indicated that children who received intervention improved in certain phonological awareness skills tested at the end of kindergarten but not in reading skills tested at the end of 1st year. These findings are in contrast to findings compared to those found by Carlisle (1995) and Lyster (2002) in English, but were in line with the findings found by Ibrahim et al. (2007) in Arabic and support the notion that normal Arab child encounters special difficulties in reading acquisition. The psycholinguistic basis and implications of these findings are discussed.
Highlights
A number of studies were conducted in the last two decades in an attempt to examine the relationship between the Arabic orthographic system and cognitive processes that might be involved during word recognition
The results showed that the test group and first control group improved at the same level in reading and spelling, while the test group surpassed the other two groups in all measurements of phonological awareness
57 kindergarten children from a private school in Haifa participated in this research. 30 of them participated in the phonological intervention program, and 27 children had no intervention program and constituted the control group
Summary
A number of studies were conducted in the last two decades in an attempt to examine the relationship between the Arabic orthographic system and cognitive processes that might be involved during word recognition. These focused on the specific characteristics of Arabic orthography and the ways these characteristics may influence the acquisition of reading This study was undertaken to examine the effect of intervention programs for improving the phonological awareness in kindergarten children on their first grade reading abilities in Arabic as first language. In our previous research (see, Eviatar & Ibrahim, 2001), we asked how early exposure to two languages affects the cognitive system?
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