Phonological errors predominate in arabic spelling across grades 1-9

Salim Abu-Rabia; Haitham Taha

doi:10.1007/s10936-005-9010-7

Phonological errors predominate in arabic spelling across grades 1-9

Research output: Contribution to journal › Article › peer-review

Abstract

Most of the spelling error analysis has been conducted in Latin orthographies and rarely conducted in other orthographies like Arabic. Two hundred and eighty-eight students in grades 1-9 participated in the study. They were presented nine lists of words to test their spelling skills. Their spelling errors were analyzed by error categories. The most frequent errors were phonological. The results did not indicate any significant differences in the percentages of phonological errors across grades one to nine. Thus, phonology probably presents the greatest challenge to students developing spelling skills in Arabic.

Original language	English
Pages (from-to)	167-188
Number of pages	22
Journal	Journal of Psycholinguistic Research
Volume	35
Issue number	2
DOIs	https://doi.org/10.1007/s10936-005-9010-7
State	Published - Mar 2006

ASJC Scopus subject areas

Language and Linguistics
Experimental and Cognitive Psychology
General Psychology
Linguistics and Language

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abstract = "Most of the spelling error analysis has been conducted in Latin orthographies and rarely conducted in other orthographies like Arabic. Two hundred and eighty-eight students in grades 1-9 participated in the study. They were presented nine lists of words to test their spelling skills. Their spelling errors were analyzed by error categories. The most frequent errors were phonological. The results did not indicate any significant differences in the percentages of phonological errors across grades one to nine. Thus, phonology probably presents the greatest challenge to students developing spelling skills in Arabic.",

author = "Salim Abu-Rabia and Haitham Taha",

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AB - Most of the spelling error analysis has been conducted in Latin orthographies and rarely conducted in other orthographies like Arabic. Two hundred and eighty-eight students in grades 1-9 participated in the study. They were presented nine lists of words to test their spelling skills. Their spelling errors were analyzed by error categories. The most frequent errors were phonological. The results did not indicate any significant differences in the percentages of phonological errors across grades one to nine. Thus, phonology probably presents the greatest challenge to students developing spelling skills in Arabic.

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Phonological errors predominate in arabic spelling across grades 1-9

Abstract

ASJC Scopus subject areas

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