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"Arabic language Readers."
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Arabic stories for language learners : traditional middle eastern tales in Arabic and English
Arabic Stories for Language Learners--a language learning experience for beginner to intermediate students. The traditional stories of a country are invaluable at providing insight into understanding the culture, history and language of a people. The sixty-six stories found in Arabic Stories for Language Learners present the vocabulary and grammar used everyday in Arabic-speaking countries. Pulled from a wide variety of sources that have been edited and simplified for learning purposes, these stories are presented in parallel Arabic and English, facilitating language learning in the classroom and via self-study. Each story is followed by a series of questions in Arabic and English to test comprehension and encourage discussion. Arabic Stories for Language Learners brings Arab culture to life in a colorful and immediate way. Regardless of whether or not you have a working knowledge of Arabic, this book gives readers a tantalizing introduction to the wisdom and humor of these ancient desert-dwelling peoples. Downloadable audio content in Arabic and English helps students of Arabic improve their pronunciation and inflection, and immerses non-students into the uniquely Arabic storytelling style.
eBook
Speed of reading texts in Arabic and Hebrew
We tested the effects of orthography on text reading by comparing reading measures in Arabic and Hebrew-speaking adults. The languages are typologically very similar, but use different orthographies. We measured naming speed of single letters, words and nonwords, and visual processing. Arabic-speakers also performed some of the tasks in Hebrew. We measured silent and oral reading speed of simpler and complex texts and their relationships with component abilities. Results show that Arabic-speakers read complex texts in Arabic more slowly than Hebrew-speakers read in Hebrew. Arabic-speakers read texts in Hebrew more slowly than in Arabic, even though they performed the letter naming and visual tasks equivalently in the two languages. For both groups, the best predictor of oral reading speed is speed of reading single words, with speed of letter naming adding to the prediction in Hebrew, but not in Arabic. No variable had a significant contribution to the prediction of speed of silent reading. The results suggest that even though lower level processes such as letter and word identification may be simpler to perform in Hebrew than in Arabic, higher level processes required to comprehend a complex text, are always faster in the first language of the participants. Both the characteristics of the text, its structural and semantic complexity, and the characteristics of the orthography play roles in the quality of reading. Relationships between the top-down and bottom-up components of reading are dynamic, and specific to orthographic factors and the sociolinguistic environment of the readers (e.g., the diglossia of Arabic).
Journal Article
A Reader of modern Arabic short stories
Designed for the English-speaking student, this reader brings together the Arabic texts of 11 modern Arabic short stories. Each is preceded by an introduction in English, containing biographical information about the author and a critical analysis of the story.
Book
Weak English foreign language readers: the cross-linguistic impact of morphological awareness
Linguistic abilities as well as home environment explain successful English as a foreign language (EFL) reading acquisition. The aim of this study was to examine the extent to which morphological derivational awareness measured in Arabic as a first language (L1) predicted EFL word recognition and reading comprehension among 66—11th grade female high school students from low socioeconomic backgrounds. Measures included L1 phonological awareness, orthographic knowledge, and derivational morphological awareness, as well as EFL word recognition and reading comprehension. Background variables including socioeconomic background measured as home-population density and English exposure out of school measured by time spent viewing English television per day were controlled for. Hierarchical regression analyses found L1 phonological awareness, orthographic knowledge and derivational morphological awareness judgment all directly contributed to EFL word recognition. English home language exposure and derivational morphological awareness production directly predicted EFL reading comprehension, and morphological awareness mediated the connection between L1 phonological awareness, orthographic knowledge and EFL reading comprehension. These results highlight the cross-linguistic role of morphological awareness together with home background on EFL reading for female high school students from low socio-economic backgrounds.
Journal Article
The Reading of Deaf Arabic Children in Israel
Studies on the reading acquisition of deaf children investigate the similarities and differences in the reading process between these readers and typical hearing readers. There is no consensus on the nature of the reading process among deaf readers, whether they use the same reading processing strategies as typical readers or depend on other strategies to close the gap. The present study aimed to test the types of strategies used to process written words by deaf Arabic readers with prelingual deafness, compared to their hearing peers, and to test the effectiveness of deaf readers' use of these strategies. Three experimental paradigms were tested. The findings indicated that deaf Arabic readers rely on essentially similar processing strategies to those used by hearing readers. However, deaf Arabic readers employ these strategies with significantly less effectiveness. The results are discussed in light of international data.
Journal Article