Table Of ContentASSIENSASRIANBGIRCE-ASDPIENAGK-IRNEGLCAHTIELDDSRKEINLLS
By
SANAMOHD
OAFDTIHSESOEUFRNTITAVHTEEIRORSNEIDTQPOYURCIEOTRSFOEEFRMNLETOONEFRTDIPSDTHAFIOOLITRONHSPTEOAHPGREHTRDYIAEADGLURFAEUTELEFOSIFLCLHMOEONLT
UNIVERSITYOFFLORIDA
1997
ToMyFaiher
ACKNOWLEDGMENTS
[wishIQexpressmyihenhsloDr.Linds],Lomberdinowhomodethis
dissenstionpossible.HerendlesssupportandhelpwereIheforceIhstmodethisstudy
possible.Iwouldliketothankherforbeingoutstandingteacher,andformakingmy
doctoralstudiesatimeIwillalwaysrememberfondly
[wouldalsoliketothankDr.AliceDysonforhercontinuoushelpandsupport.
Also.1wouldliketothankmyothercommitteemembers.DrEileenEennell.Dr.
ChristianaLeonardandDr.PatriciaKricos.fortheireffortsandadvice
encouraIgoewmeentspegcaivaeltmheantkhsetooppmoynupiairietnyttsoirnetahcihsdmiyssegrotaaltsi.onIaTmhevierrcyolnusctkaynttosuhpapvoertsuacnhda
givingandlovingfamily.
LasLbutnotleast,1wouldliketoexpressmygreatestgrallnidetomywondertijl
husband,Naser,forhisconliiuioussupportandhelpthroughoutmyPh.D.program.He
mademydreamcometrueIwouldalsoliketothankmynewbornlittleangel,Laura,for
bearingwithme.
ACAHBCASKPTNTROEAWRCLTEDGMENTS TABLE.O.F.CO.NTENTS .... pagve|i|
CNTRODOCTIONANDREVIEWOFLITERATURE
CCSLPRIRTtiohehmoetaomaervRmelnpodoiereomriadeaamlinurowcdeoegciyoinCDngTDMstsfehnithDeePiDofatocigPertvioironshfaroeschdapafslorpaiRcboooLbciattitePdpfirieeslhearlsmaisdireEdioittieunetinciooPisgrinineefortfPeleaslgsinsoThits,tascobsehusilnihleManrnoeocoMgePalmfhIdornoaCdieoddgeshnclienigtAecstllhrsiasRdeofaslreybfoFioeaPiAfonfndrccguoiARqwOnccnAueirdeqgitattauss-hdhtisiRisiotiiRniinogsetoggnrkaniad,iof.CpnniohharnCi(ynghlLRdideeDlraiMadersdernanitebininhnglogiw.dtai.tisnte.odhs.oRRfSepeTaeaedldalicihnniggn)i4$
METHODOLOGY
EETStuhupbemejierEnciatmersLIWierenynostvt.rRteaaeednlnratdRdeSKtedinSicneioSogmtpwgiteinlSiliincelgtrdiien.goeg..ennin.g,.I,nstr..um.e.nt..(E.RSI) ^.,55555553561332
8SSS2
CDiosilrndbauiliioonnaloMfeSausbujercetsPopulationBasedonERSIandPA l1O0i3
FutureResearch 105
APPENDICES
RBIEOFGERRAABEPNHCIECSPSAALURMSEMKNEATTARLCYHIS.NC.FOO.RR.EMESDHCEOENTSEN.TFORM ... 111120114660
oRfeIthteuiUrneimveenrissitTyotoftFhleoDreigdraeienoPafrDtioacltFourlfoilfiPmehtiiltoosfopthhye
ASSIENSSAIRNAGBIRCE-ASDPIENAGK-IRNEGLCAHTIELDDSRKEINLLS
By
SanaMohd
CMhaajiorrmaDne.paLritnmdeantJ'.LCootmnnbuarmdiicnaot,iPohnDP.rocessesandDisorders
AlargebodyofresearchintheareaofreadinginsmiclionhasstressedIhe
importanceofpre-literacyskillsandtheirroleinlearningtoreadYoungchildrenm
possessacertainnumberofskillsbeforetheycanbegintoreadSuchskillsinclude
knowledge,conceptofword,inventedspelling,phonologicalawarenessandspeeded
sneaqmuienngcinTghepsroedsukciltliso,ninanadddpithioonnettiocortehceordpihnognionlosghiocratltleyr-bmamseedmosrkiyl)l,s(heagve.bsepeenecfhoun
skillspriortoformalrieadinginsnoclionisuselijiforidentifyingchildrenwhomaybe
Thepurposeofihissludywu(ocolledaregionalnormativedalabaseforArabic-
speakingchildren.Thesubjecrsincluded150Arabic-speakingchildrenwuhanequal
numberofboysandgirisbetweeniheagesof70-7.6yearsThesubjectsweresdected
tomthreedifferenttypesofcommunitiesintheWestBankcityofNabluscity,village,
aridaUnitedNationsrefugeecampThesubjectsinthisstudywereadministered
individuallyanumberofreadingandreading-relatedmeasuresthathavebeenfoundto
correlatehighlywithreading.ThesemeasuresIncludeanadaptedversionoftheEarly
ReadingandScreeiiinnItisirument(ERSI],fourphonolopcalawarenesstasks(PA),three
orallanguagemeasures(speechproduction,rapidserialnamingandverbalfluency),and
onevisual-percepnisimeasureThisstudywasdesignedbecausenoformalArabictest
ResultsofthisstudyrevealedstrongcorrelstionsbetweenthetotalERSIscores
andPAscoresModeratesignificantcorrelationswerefoundbetweenIhescoresofall
ERSIsublesisandthetwotestsofnaming(rapidserialnamingandverbalfluency)and
berweenmostPAsubtestsandtherapidserialnamingandverbalfluency.Nosignificant
differencewasfoundbetweenmaleandfemalesubjects'scoresacrossallmeasures.
However,significantdifferenceswerefoundbetweentheperformanceofsubjectstomthe
dtyandthosetomthevillageonthetotalERSIandtotalPAtests.
INTRODUCTIONANDCHRAEPVTIEERWO1FTHELITERATURE
InTroduction
Approximalely20%ofEnglish-speakingchildrenintheUnitedSlatesexperience
difficultyinlearning10read(StedmanandKaestle,1987;SHaywiiz.1996],Manyofthese
childrenpersistinhavingreadingproblemsevenwithcontinuousinstructionReading
disabilityisabroadtermandincludesdifferenttypesofreadingdericiis.Themostcentral
irissskuefoirntrheeadairnegafoafilruereadpirnigoritnsottrhucetoinonseatppoefafrosmitaolberetahdeinegarilnystirduecntliiofni,calbionorodfecrhtioldirdeenntaitfy
reading-disabledchildren,specialislsrieachersneedappropriatemeasurestoassessreading
andprereadingskills.Theareasthathavebeenfoundtobemostpredictiveoflater
readingabilityareletterknowledge,inventedspelling,phonologicalawareness,and
speedednaming(Adams,1990;Brady,Fowler,Stone,andWinbury,1986;Goswamiand
Biyanl.1990;Lombardbo,Morris,Mercado,Defillipo.Sarisky,andMontgomery,1996;
Torgesen,Wagner,andRashotte.1994.WagnerandTorgesen.1987,Wagner,Torgesen,
andRashotte,1994;Wolf,1984,Wolfi1991)Inparticular,tasksofphonological
awarenessaswellasspeedednaminghavebeenusedmostfrequentlyinthereading
literaturetodetectchildrenwithreadingdisabilliy.anddellcitsinoneorbothofthese
areashavebeenfoundtocorrelatehighlywithreadingdisability.Otherphonologically-
basedskills,suchasphoneiicrecodinginshorr-lermmemoryandspeechsequencuig
production,havealsobeenshowntobepredictiveoflaterreadingachievement(Biody
andShankweiler,1991,Calls.1989,Liberman,Mann,Shankweiler.andWerfelman,1982,
Vellutino,Scanlon,andSpearing,1995}
Alphabetknowledge,phonologicalawareness,andspeedednamingaretheskills
thatresearchhasshowntobemostpredictiveoflaterreadingabilities.Adamsfl990).
Bradyelai.(1986),andLombardinoetal.(1996)haveoilstressedtheimportanceof
certainpreliieracyskillsandtheirroleinreadingreadinessLetterknowledge,conceptof
word,andinventedspellinghavebeenfoundtobesignihcantpredictorsoflaterreading
achievementAdamspositedthatinventedspellingisessentiallyaprocessofphonics
Shenotedthatchildren’sinterestinhowwordsoregelledpromotesunderstandingofthe
alphabeticsystem,whichinrumenhanceschildren’slinguisticreadinessforreading.In
fad.Bradyetal.notedthatthephoneticappropriatenessofspellingprovidesageneral
windowintothechild’slevelofphonologicalawareness.
Further.GoswamiandBryanthaveaddressedtheimportanceofphonological
awarenessanditscrucialroleindevelopingreadingskills.Phonologicaiawarenessoccurs
althesyllabic,imrasyllabic,andphonemiclevelsinanorderedmannerAschildrengrow,
theygraduallybegintorecognizethatspeechIsmadeupofwords,wordsaremadeupof
syllables,andsyllablesaremadeupofindividualsounds.Examplesofphonological
awarenessarerecognizingrhymeoratliterelion,breakingawordintosyllablesor
phonemes,andblendingsoundstoformaword.Infact,phonologicalawarenessskiiJs
priortobeginningreadinginHrsigradeareexcellentpredictorsoflaterreadingi
