The Relationship between Phonological Processing and Emergent Literacy Skills in Arabic-Speaking Kindergarten Children

Abstract

Introduction: Children with weak emergent literacy skills are at risk for later reading problems. The majority of research on the relationship between phonological processing and emergent literacy has been conducted on children who speak English and European languages. The aim of the current study was to address the relationship between phonological processing and emergent literacy skills in Arabic-speaking Egyptian children. Methods: A cross-sectional correlational study was conducted on a sample of 50 typically developing kindergarten children in the age range from 4 years 6 months to 6 years 5 months. Children were subjected to assessment of both phonological processing and emergent literacy using a specially constructed test battery in Arabic. Results: A highly significant positive correlation was found between total scores of phonological processing and of emergent literacy tests. Both isolating final phonemes and rapid naming were the best predictors of emergent literacy. Conclusions: Phonological processing skills are important prerequisites for the development of emergent literacy skills in Arabic-speaking children. The designed test battery proved to be both valid and reliable and can be used as a screening tool for the identification of children at risk of later reading problems.