Arabic native speaking children are born into a unique linguistic context called diglossia (Ferguson 1959). In this context, children grow up speaking the specific spoken variety of Arabic used in their immediate environment (hereafter, Spoken Arabic, SpA). At school, they are formally exposed to a different, yet linguistically related variety, Standard Arabic (hereafter, StA) which is the variety encoded in print. SpA and StA are phonologically distant, with some phonemes used only in StA but not in SpA. This paper reviews recent research examining the effect of the phonological distance between StA and SpA on children’s phonological processing. The results obtained from a series of studies indicate that phonological processing among children is directly affected by the phonological distance between the two varieties. This effect emerges even in the presence of accurate articulation of distant phonemes; it surfaces in phonological production as well as phonological recognition tasks, and it persists across the early grades. The effect of the phonological distance on phonological processing in Standard Arabic is argued to be attributed to low-quality phonological representations.
2023. The impact of lexical and phonological distance on reading acquisition: The diglossic context of Arabic. Journal of Research in Reading
Eghbaria-Ghanamah, Hazar, Rafat Ghanamah, Yasmin Shalhoub-Awwad & Avi Karni
2021. Recitation as a structured intervention to enhance the long-term verbatim retention and gist recall of complex texts in kindergarteners. Journal of Experimental Child Psychology 203 ► pp. 105054 ff.
2021. Öğretmenlerin Uzaktan Eğitime Yönelik Algı ve Tutumları. Caucasian Journal of Science 8:2 ► pp. 247 ff.
Khamis-Dakwar, Reem & Baha Makhoul
2014. The Development of ADAT (Arabic Diglossic Knowledge and Awareness Test): A theoretical and clinical overview. In Handbook of Arabic Literacy [Literacy Studies, 9], ► pp. 279 ff.
Laks, Lior & Ruth A. Berman
2014. A New Look at Diglossia: Modality-Driven Distinctions between Spoken and Written Narratives in Jordanian Arabic. In Handbook of Arabic Literacy [Literacy Studies, 9], ► pp. 241 ff.
Layes, Smail, Robert Lalonde & Mohamed Rebai
2019. Effects of an Adaptive Phonological Training Program on Reading and Phonological Processing Skills in Arabic-Speaking Children With Dyslexia. Reading & Writing Quarterly 35:2 ► pp. 103 ff.
2017. Moving Beyond Phonological Awareness: The Role of Phonological Awareness Skills in Arabic Reading Development. Journal of Psycholinguistic Research 46:2 ► pp. 469 ff.
Mohamed, Wessam, Karin Landerl & Thomas Elbert
2014. An Epidemiological Survey of Specific Reading and Spelling Disabilities in Arabic Speaking Children in Egypt. In Handbook of Arabic Literacy [Literacy Studies, 9], ► pp. 99 ff.
2014. The Effect of Diglossia on Literacy in Arabic and Other Languages. In Handbook of Arabic Literacy [Literacy Studies, 9], ► pp. 197 ff.
2017. Learning to Read Arabic. In Learning to Read across Languages and Writing Systems,
Saiegh-Haddad, Elinor & Roni Henkin-Roitfarb
2014. The Structure of Arabic Language and Orthography. In Handbook of Arabic Literacy [Literacy Studies, 9], ► pp. 3 ff.
2014. Acquiring Literacy in a Diglossic Context: Problems and Prospects. In Handbook of Arabic Literacy [Literacy Studies, 9], ► pp. 225 ff.
Taha, Haitham & Elinor Saiegh-Haddad
2016. The Role of Phonological versus Morphological Skills in the Development of Arabic Spelling: An Intervention Study. Journal of Psycholinguistic Research 45:3 ► pp. 507 ff.
Tibi, Sana & Lorraine McLeod
2014. The Development of Young Children’s Arabic Language and Literacy in the United Arab Emirates. In Handbook of Arabic Literacy [Literacy Studies, 9], ► pp. 303 ff.
This list is based on CrossRef data as of 6 september 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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