Previous research has shown that the process of reading acquisition in Arabic by beginning readers is more challenging and might be slower than in other languages (Saiegh-Haddad, 2003). Furthermore, recent study showed that reading in Arabic is slower than reading in other languages, even among skilled native Arabic speakers (Azzam, 1984; Eviatar & Ibrahim, 2004; Abu-Rabia, 2001). This chapter summerize the role of short-term memory, represented by Working Memory (WM) measures in developmental reading problems, considering: 1) The unique contribution of WM to reading in language that has a unique and complex structure, Arabic; 2) Domain-general or -specific explanations of decoding and reading difficulties. Specifically, the chapter tries to explain whether a supra-lexical factor (working memory), affects meta-lingual performance, which is critical for the development of reading skill in Arabic language readers; and whether this effect differs with age, from 1st through 12th grade of school. Based on recent published studies (Ibrahim, 2011; Abu-Ahamad, Ibrahim & Share, 2011), short-term memory was found to be involved in and affect phonemic manipulations at all grade levels: the longer the manipulated stimulus, the poorer the performance. The implications of these findings in addition to other aspects of the related issue are discussed.
|Title of host publication||Short-Term Memory New Research|
|Publisher||Nova Science Publishers, Inc.|
|Number of pages||11|
|State||Published - Jan 2012|
ASJC Scopus subject areas
- Medicine (all)
- Neuroscience (all)