Emergent literacy skills of Saudi Arabic speaking children with and without developmental language disorder

Abstract

ABSTRACT Research with English-speaking populations has shown that there is a relationship between developmental language disorder (DLD) and emergent literacy skills in children. A small number of Arabic studies have indirectly investigated this relationship in typically developing (TD) children, and children with reading difficulties, and demonstrated the important role of morphosyntactic skills in Arabic reading acquisition. However, none of the previous work has examined the relationship between oral language and emergent literacy skills in children with and without DLD. The aims of this study are twofold: to investigate the language and emergent literacy skills of Saudi Arabic children with DLD aged between 4;0– 6;11 years of age; to compare their performance to age and socioeconomic status matched TD children, and to investigate the relationship between language and emergent literacy skills in both groups. A comprehensive Arabic language and emergent literacy battery was administered. Findings demonstrated that the TD group significantly outperformed the DLD group on most emergent literacy tasks. The DLD group was significantly less accurate than the TD group on syllable segmentation, and phoneme awareness skills. There were significant associations between oral language skills and emergent literacy skills in the DLD group. In the TD group, vocabulary knowledge and syntactic skills were associated with some emergent literacy skills. Syntactic skills were found to have moderately significant relationship with all emergent literacy skills in both groups. This might suggest the important role of morphosyntactic skills to literacy development in Arabic. Overall, findings were consistent with existing literature, and demonstrated strong relationships between oral language and emergent literacy skills in the Arabic language.