Arabic-speaking students learn to read a transparent mau:l script, which provides full vowel information using letters to represent long vowels and phonemic diacritics for short vowels. Gradually, they progress to an opaque É£ayr-maku:l script, without diacritics. In this script, internal short vowels can be retrieved using morphological information about word patterns. The current study compared the contribution of phonological information to that of morphological information in the reading acquisition process in Arabic. Four Arabic-speaking groups (2nd, 4th, 6th grades, and adults) read three lists of pseudowords aloud. Two lists included the same morphologically based pseudowords (MPW), one maku:l and the second É£ayr-maku:l. The third list comprised matched maku:l nonwords (NW) with no internal morphological structure. All groups read the É£ayr-maku:l MPW list faster than the two other maku:l lists, and maku:l NWs were read the slowest. There was an age by list type accuracy interaction: while É£ayr-maku:l MPWs were read more accurately with increasing age, there were no differences between the student groups with respect to either of the other two lists. However, maku:l MPWs were read more accurately than maku:l NWs. The findings suggest that from very early on, morphology exceeds phonology, playing a crucial role in supplementing missing vowel information.
|Number of pages||25|
|State||Published - 1 Nov 2018|
Bibliographical notePublisher Copyright:
© 2018 Cambridge University Press.
- Arabic language
- reading development
ASJC Scopus subject areas
- Experimental and Cognitive Psychology
- Language and Linguistics
- Linguistics and Language
- Psychology (all)