Abstract
Learning to spell is a challenging process, especially for young learners, in part because it relies on multiple aspects of linguistic knowledge, primarily phonological and morphological. However, alongside these universals, there are significant writing system specifics, namely, language-specific and script-specific factors that may also challenge young readers and writers (Daniels and Share, 2018). The current study focuses on the impact of four distinctive visual-orthographic features of the Arabic abjad on spelling, namely, (i) the similarity of many basic letter-forms, (ii) allography (the positional variants of the letter forms), (iii) ligaturing (the joining of letters), and (iv) non-linearity (extra-linear diacritic-like signs used to mark consonantal, short vowel and morpho-syntactic distinctions). We examined the distribution of visual-orthographic spelling errors across three grade levels as well as the developmental changes in these errors. We predicted that these errors would account for a significant proportion of children’s spelling errors. Ninety-six Arabic-speaking pupils from three elementary grades (1st, 2nd, 4th grades) were presented with a sequence of six pictures and asked to write a story or several sentences about the events depicted. All spelling errors were analyzed and categorized according to two types of categories: six visual-orthographic categories and six additional categories that relate to the more traditional error types (e.g., phonological). The results showed that the visual-orthographic category was the second most common error category across the three grade levels, accounting for over one quarter of all spelling errors. Ligaturing and letter shape formation errors emerged as the two most prevalent types of errors in this category. These findings clearly demonstrate that visual-orthographic features of the Arabic abjad pose significant challenges in learning to spell.
Highlights
To be literate today, an individual must be able to read but to write
The present study focuses on early spelling development in a non-European, non-alphabetic script – Arabic, a Semitic abjad
The main purpose of the current study is to examine the effect of the four distinctive script-specific visual-orthographic features of the Arabic writing system reviewed above on spelling among children in Grades 1, 2, and 4
Summary
Fluent written expression depends on a host of higher-order skills, and on basic skills such as correct letter formation and the rapid and relatively effortless production of accurate word spellings. Despite the impressive body of research findings on spelling development, the vast majority of this work has been undertaken in English, or in a few cases, other Western European (Roman) alphabets. Most children around the globe, learn to read and write in non-alphabetic writing systems such as Semitic abjads (e.g., Arabic and Hebrew), Brahmi-derived Indic abugidas, or morpho-syllabic Chinese. Few studies have examined spelling development in these non-alphabetic scripts. The present study focuses on early spelling development in a non-European, non-alphabetic script – Arabic, a Semitic abjad
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
