Can A Reading Fluency/Speed Of Processing Component Be Added To The Simple View ‎Of Reading In Arabic? Results from a Longitudinal Study‎

Can A Reading Fluency/Speed Of Processing Component Be Added To The Simple View ‎Of Reading In Arabic? Results from a Longitudinal Study‎

First Author: Shaimaa Abdelsabour -- Ministry of Education, Kuwait
Additional authors/chairs: 
John Everatt
Keywords: Arabic, Fluency, Literacy, Literacy Skills, Rapid naming
Abstract / Summary: 

The Simple View of Reading (SVR) proposes that that reading ability should be ‎predictable from a measure of decoding ability (e.g. the ability to pronounce pseudo-‎words) and a measure of listening comprehension (Gough and Tunmer, 1986; ‎Hoover & Gough, 1990). This formula was later ‎modified by Tunmer & Chapman (2012), who added a vocabulary component to the ‎language construct. Some other researchers investigated the possibility of adding a ‎fluency component in the oral reading of the SVR (e.g. Adlof, Catts, & Little, 2006), and others added naming speed (e.g. Johnston & Kirby, 2006). Some ‎studies provide evidence that the SVR could be applied to Arabic (e.g. Everatt et al, ‎‎2013; Elshikh, 2012). ‎
The study aimed at investigating the possibility of adding a reading fluency/speed of ‎processing component to the SVR in Arabic. Measures ‎of Arabic word reading, non-word decoding, receptive vocabulary, morphological ‎segmentation, syntactic awareness, text reading fluency and rapid object naming ‎were applied to 71 Grade 4 boys in Kuwait at the beginning of the school year (Time 1) , then eight months ‎later towards the end of the school year (Time 2), measures of Arabic marked-text ‎reading comprehension, unmarked-text reading comprehension, and reading ‎comprehension fluency were applied to the students. ‎
Hierarchal regression analyses were used to see the variance explained by Time 1 measures in Time 2 comprehension measures. Simple regression-based path models were also built of the longitudinal relations between the observed variables ‎at the beginning of the school year in the prediction of each of the comprehension measures using AMOS 21.
Results show that, reading fluency/speed of processing could be added to SVR in Arabic. They also show that speed of processing was more related to marked-text comprehension, and that both speed of processing and reading fluency ‎are related to unmarked-text comprehension and comprehension fluency.‎