Abstract
This study investigated word identification in Arabic and basic cognitive processes in reading-disabled (RD) and normal readers of the same chronological age, and in younger normal readers at the same reading level. The study focused on the word identification processes of phonological decoding and orthographic processing and the cognitive processes of syntactic and morphological awareness, working memory, and visual processing. RD children were compared with normal readers on a battery of tests developed in Arabic on the basis of those available in English and Hebrew. The present results revealed deficiencies among the RD children in phonological decoding, in contrast to relative strengths in orthographic processing. These data were consistent with English-language findings. The analysis of basic cognitive processes indicated significant deficiencies in morphology, working memory, and syntactic and visual processing, with the most severe deficiencies observed for phonological awareness. The results are discussed in light of international RD findings and the nature of Arabic orthography.
| Original language | English |
|---|---|
| Pages (from-to) | 423-442 |
| Number of pages | 20 |
| Journal | Reading and Writing |
| Volume | 16 |
| Issue number | 5 |
| DOIs | |
| State | Published - Jul 2003 |
Keywords
- Arabic dyslexia
- Arabic morphology
- Arabic phonology
- Basic cognitive processes
- Dyslexia in different orthographies
ASJC Scopus subject areas
- Neuropsychology and Physiological Psychology
- Education
- Linguistics and Language
- Speech and Hearing
