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The Impact of Diglossia on Inflectional Morphological Constructions and Their Relation to Literacy Skills: A Longitudinal Study.

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Title: The Impact of Diglossia on Inflectional Morphological Constructions and Their Relation to Literacy Skills: A Longitudinal Study.
Authors: Asadi, Ibrahim A.1,2 wwwasadi@gmail.com, Asli-Badarneh, Abeer3, Ibrahim, Raphiq4, Hamzahe, Hussein5
Source: Journal of Speech, Language & Hearing Research. Feb2024, Vol. 67 Issue 2, p496-510. 15p.
Subject Terms: *Literacy, *Research, *Stuttering, *Phonological awareness, *Comparative grammar, *Cognition, *Ability, *Training, *Learning disabilities, *Statistical correlation, *Longitudinal method, Linguistics, Regression analysis, Cronbach's alpha, Descriptive statistics
Abstract: Purpose: This study examined the differences in spoken Arabic (SpA) and standard Arabic (StA) in inflectional (gender, number, possessive pronouns, and tense) construction use in Arabic among preschoolers. Moreover, we tested the contribution of the inflectional constructions possessed in kindergarten to reading skills in the first grade and examined whether this morphological contribution differs between SpA and StA. Method: We assessed 261 Arabic-speaking kindergartners for 1 year until the end of first grade for inflectional knowledge in kindergarten and reading skills in first grade (reading accuracy and fluency, spelling, and reading comprehension). Results: The findings revealed that among inflections, prevalence of performance on gender constructions was the highest, followed by number and possessive pronouns, and lowest performance for tense constructions. Although the performance for SpA was higher than for StA in all constructions, similar patterns were observed except similarity between gender and number in StA. Moreover, the results indicate a significant contribution of almost all inflectional constructions (except possessive pronouns) possessed in kindergarten to all reading skills in the first grade. However, tense did not contribute to reading comprehension, and possessive pronouns did not contribute to any of the reading measures. Regarding diglossia, although the claims that linguistic components in StA are not represented in the mental lexicon, StA accounted for an additional significant 2%-3% of the explained variance in Step 2 (which checked the practical significance of statistically significant results) in all reading measures. Conclusions: This study highlights the impact of diglossia-specific morphological differences (prevalence of the use of the morphological construction in Arabic in SpA vs. StA) on reading and literacy measures, especially the contribution of morphological awareness in SpA, which may provide a stronger basis for StA reading skills. The implications of these results are discussed, especially regarding exposing children to the morphological representations of both the SpA and StA forms to promote reading and literacy in Arabic. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The Impact of Diglossia on Inflectional Morphological Constructions and Their Relation to Literacy Skills: A Longitudinal Study.
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  Data: <searchLink fieldCode="AR" term="%22Asadi%2C+Ibrahim+A%2E%22">Asadi, Ibrahim A.</searchLink><relatesTo>1,2</relatesTo><i> wwwasadi@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Asli-Badarneh%2C+Abeer%22">Asli-Badarneh, Abeer</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Ibrahim%2C+Raphiq%22">Ibrahim, Raphiq</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22Hamzahe%2C+Hussein%22">Hamzahe, Hussein</searchLink><relatesTo>5</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Speech%2C+Language+%26+Hearing+Research%22">Journal of Speech, Language & Hearing Research</searchLink>. Feb2024, Vol. 67 Issue 2, p496-510. 15p.
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  Data: *<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Research%22">Research</searchLink><br />*<searchLink fieldCode="DE" term="%22Stuttering%22">Stuttering</searchLink><br />*<searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+grammar%22">Comparative grammar</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognition%22">Cognition</searchLink><br />*<searchLink fieldCode="DE" term="%22Ability%22">Ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Training%22">Training</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Statistical+correlation%22">Statistical correlation</searchLink><br />*<searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistics%22">Linguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Regression+analysis%22">Regression analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Cronbach's+alpha%22">Cronbach's alpha</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This study examined the differences in spoken Arabic (SpA) and standard Arabic (StA) in inflectional (gender, number, possessive pronouns, and tense) construction use in Arabic among preschoolers. Moreover, we tested the contribution of the inflectional constructions possessed in kindergarten to reading skills in the first grade and examined whether this morphological contribution differs between SpA and StA. Method: We assessed 261 Arabic-speaking kindergartners for 1 year until the end of first grade for inflectional knowledge in kindergarten and reading skills in first grade (reading accuracy and fluency, spelling, and reading comprehension). Results: The findings revealed that among inflections, prevalence of performance on gender constructions was the highest, followed by number and possessive pronouns, and lowest performance for tense constructions. Although the performance for SpA was higher than for StA in all constructions, similar patterns were observed except similarity between gender and number in StA. Moreover, the results indicate a significant contribution of almost all inflectional constructions (except possessive pronouns) possessed in kindergarten to all reading skills in the first grade. However, tense did not contribute to reading comprehension, and possessive pronouns did not contribute to any of the reading measures. Regarding diglossia, although the claims that linguistic components in StA are not represented in the mental lexicon, StA accounted for an additional significant 2%-3% of the explained variance in Step 2 (which checked the practical significance of statistically significant results) in all reading measures. Conclusions: This study highlights the impact of diglossia-specific morphological differences (prevalence of the use of the morphological construction in Arabic in SpA vs. StA) on reading and literacy measures, especially the contribution of morphological awareness in SpA, which may provide a stronger basis for StA reading skills. The implications of these results are discussed, especially regarding exposing children to the morphological representations of both the SpA and StA forms to promote reading and literacy in Arabic. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=175404825
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        Value: 10.1044/2023_JSLHR-23-00318
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      – Code: eng
        Text: English
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      Pagination:
        PageCount: 15
        StartPage: 496
    Subjects:
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Research
        Type: general
      – SubjectFull: Stuttering
        Type: general
      – SubjectFull: Phonological awareness
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      – SubjectFull: Comparative grammar
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      – SubjectFull: Cognition
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      – SubjectFull: Ability
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      – SubjectFull: Training
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      – SubjectFull: Learning disabilities
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      – SubjectFull: Statistical correlation
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      – SubjectFull: Longitudinal method
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      – SubjectFull: Linguistics
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      – SubjectFull: Regression analysis
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      – SubjectFull: Cronbach's alpha
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      – SubjectFull: Descriptive statistics
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      – TitleFull: The Impact of Diglossia on Inflectional Morphological Constructions and Their Relation to Literacy Skills: A Longitudinal Study.
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              Text: Feb2024
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