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Study on Morphological Awareness and Rapid Automatized Naming Through Word Reading and Comprehension in Normal and Disabled Reading Arabic-Speaking Children

Abstract : This study explored the role and extent of the involvement of morphological awareness in contrast to rapid automatized naming (RAN) in word reading and comprehension of Arabic as a morphological-based orthography. Measures of word reading, reading comprehension, morphological awareness, and RAN in addition to a nonverbal mental ability test were given to three groups of readers: a group with dyslexia (n= 20) from the 6 th grade compared to a group of normal readers matched in age (n= 20) and a younger reader group from the 4 th grade (n=18). Thus, a potential age effect, besides the effect of a group factor, could be verified on morphological awareness and RAN, since the development of these two skills was reported to be substantially influenced by age in consistent orthographies. Results indicated that RAN was a significant predictor of word reading and reading comprehension while morphological awareness explained the variance only in reading comprehension. We conclude that rapid automatized naming and morphological awareness have important roles in predicting reading skills, and we suggest that it should be included more frequently in assessments and instruction.
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https://hal.univ-lorraine.fr/hal-03220056
Contributor : Robert Lalonde <>
Submitted on : Thursday, May 6, 2021 - 10:40:37 PM
Last modification on : Monday, May 10, 2021 - 10:54:48 AM

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Smail Layes, Robert Lalonde, Mohamed Rebaï. Study on Morphological Awareness and Rapid Automatized Naming Through Word Reading and Comprehension in Normal and Disabled Reading Arabic-Speaking Children. Reading and Writing Quarterly, Taylor & Francis (Routledge), 2017, 33 (2), pp.123-140. ⟨10.1080/10573569.2015.1105763⟩. ⟨hal-03220056⟩

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