The Effect of the Linguistic Status of Text Previewing in Arabic on the Reading Comprehension Outcomes Among Second and Sixth Grade Native Arabs Readers: A Cross-Sectional View
Source of Publication
Journal of Psycholinguistic Research
The current study examined the effect of the linguistic status of the verbal previewing strategy on the outcomes of reading comprehension tasks among second (N = 25, age 7.08 ±.3), and sixth-grade students (N = 25, age 11.75 ±.25), with typical reading development. The texts for each group were carefully matched and were divided into three conditions of verbal previewing: (a) Standard Arabic previewing (hereafter: StA previewing); (b) spoken Arabic previewing (hereafter: SpA previewing); (c) without previewing. The results showed that for the second-grade readers, SpA previewing had a significant contribution to the reading comprehension outcomes compared to the other conditions of previewing while for the sixth-grade readers; StA previewing had a significant contribution to the outcomes of reading comprehension. The findings were explained according to the assumption that relatively native Arab speaking students develop a progressive change toward activation of StA representations for verbal learning. Such representations become more efficient as a result of the dominant exposure to StA during performing reading and writing tasks.
Springer Science and Business Media LLC
Education | Linguistics
Arabic language, Diglossia, Previewing, Reading, Reading comprehension
Taha, Haitham; Taha, Hanada; and Shaheen, Huda, "The Effect of the Linguistic Status of Text Previewing in Arabic on the Reading Comprehension Outcomes Among Second and Sixth Grade Native Arabs Readers: A Cross-Sectional View" (2023). All Works. 6059.
Indexed in Scopus