View in EDS PDF Full Text

The Stability of Linguistic Skills of Arabic-Speaking Children Between Kindergarten and First Grade.

Saved in:
Bibliographic Details
Title: The Stability of Linguistic Skills of Arabic-Speaking Children Between Kindergarten and First Grade.
Authors: Mansour-Adwan, Jasmeen1,2 jasmeenmansour@gmail.com, Khateb, Asaid1
Source: Journal of Speech, Language & Hearing Research. Mar2025 Supplement, Vol. 68 Issue 3S, p1468-1483. 16p.
Subject Terms: *Comparative grammar, *Data analysis, *Elementary schools, *Phonological awareness, *Consonants, *Ability, *Language disorders, *Language acquisition, *Training, *Achievement, *Children, Vowels, Task performance, Research funding, Descriptive statistics, Linguistics, Arabs, Medical screening
Geographic Terms: Israel
Abstract: Purpose: This study aimed to evaluate the stability of phonological awareness (PA) and language achievements between kindergarten and first grade among Arabic-speaking children. Method: A total of 1,158 children were assessed in PA and language skills in both grades and were classified based on distinct and integrated achievements on PA and language following percentiles' cutoff criteria. The classification of distinct achievements constituted high, intermediate, low, and very low achievement-based groups for each domain. The classification of the integrated achievements on both domains constituted four groups: intermediate-high PA and language, very low PA, very low language, and doubly low (very low PA and language). Descriptive statistics and McNemar's tests were used to examine the stability of these groups. Results: The analyses showed a significant improvement in achievements on most tasks. The distinct classification for PA and language indicated that many more kindergarteners in the extreme distribution with high and very low achievement levels maintained this profile in first grade compared to those with intermediate achievements. For PA, 55.7% of kindergarteners with high, 30% with intermediate, 30.4% with low, and 45.5% with very low achievements maintained their achievements in first grade. For language, 52.5% of kindergarteners with high, 34.5% with intermediate, 38.8% with low, and 59.8% with very low achievements maintained their language achievements. The integrated classification indicated a higher achievement stability rate for kindergarteners with intermediate-high PA and language (91.3%) and for doubly low achievers (84.7%) compared to very low PA (24.1%) or very low language (31.8%) achievers. Conclusions: The study indicated a higher variability in the distribution of the intermediate achievements compared to the high and very low achievements, which were more stable across grade. The results emphasize the need for dynamic linguistic assessments and early intervention for children with very low achievements in PA and language who show a poor prognosis. [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
FullText Links:
  – Type: pdflink
Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 184480681
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Stability of Linguistic Skills of Arabic-Speaking Children Between Kindergarten and First Grade.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Mansour-Adwan%2C+Jasmeen%22">Mansour-Adwan, Jasmeen</searchLink><relatesTo>1,2</relatesTo><i> jasmeenmansour@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Khateb%2C+Asaid%22">Khateb, Asaid</searchLink><relatesTo>1</relatesTo>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Speech%2C+Language+%26+Hearing+Research%22">Journal of Speech, Language & Hearing Research</searchLink>. Mar2025 Supplement, Vol. 68 Issue 3S, p1468-1483. 16p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Comparative+grammar%22">Comparative grammar</searchLink><br />*<searchLink fieldCode="DE" term="%22Data+analysis%22">Data analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+schools%22">Elementary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br />*<searchLink fieldCode="DE" term="%22Consonants%22">Consonants</searchLink><br />*<searchLink fieldCode="DE" term="%22Ability%22">Ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+disorders%22">Language disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Training%22">Training</searchLink><br />*<searchLink fieldCode="DE" term="%22Achievement%22">Achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Vowels%22">Vowels</searchLink><br /><searchLink fieldCode="DE" term="%22Task+performance%22">Task performance</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistics%22">Linguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Arabs%22">Arabs</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+screening%22">Medical screening</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Israel%22">Israel</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This study aimed to evaluate the stability of phonological awareness (PA) and language achievements between kindergarten and first grade among Arabic-speaking children. Method: A total of 1,158 children were assessed in PA and language skills in both grades and were classified based on distinct and integrated achievements on PA and language following percentiles' cutoff criteria. The classification of distinct achievements constituted high, intermediate, low, and very low achievement-based groups for each domain. The classification of the integrated achievements on both domains constituted four groups: intermediate-high PA and language, very low PA, very low language, and doubly low (very low PA and language). Descriptive statistics and McNemar's tests were used to examine the stability of these groups. Results: The analyses showed a significant improvement in achievements on most tasks. The distinct classification for PA and language indicated that many more kindergarteners in the extreme distribution with high and very low achievement levels maintained this profile in first grade compared to those with intermediate achievements. For PA, 55.7% of kindergarteners with high, 30% with intermediate, 30.4% with low, and 45.5% with very low achievements maintained their achievements in first grade. For language, 52.5% of kindergarteners with high, 34.5% with intermediate, 38.8% with low, and 59.8% with very low achievements maintained their language achievements. The integrated classification indicated a higher achievement stability rate for kindergarteners with intermediate-high PA and language (91.3%) and for doubly low achievers (84.7%) compared to very low PA (24.1%) or very low language (31.8%) achievers. Conclusions: The study indicated a higher variability in the distribution of the intermediate achievements compared to the high and very low achievements, which were more stable across grade. The results emphasize the need for dynamic linguistic assessments and early intervention for children with very low achievements in PA and language who show a poor prognosis. [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=184480681
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1044/2024_JSLHR-23-00533
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 1468
    Subjects:
      – SubjectFull: Comparative grammar
        Type: general
      – SubjectFull: Data analysis
        Type: general
      – SubjectFull: Elementary schools
        Type: general
      – SubjectFull: Phonological awareness
        Type: general
      – SubjectFull: Consonants
        Type: general
      – SubjectFull: Ability
        Type: general
      – SubjectFull: Language disorders
        Type: general
      – SubjectFull: Language acquisition
        Type: general
      – SubjectFull: Training
        Type: general
      – SubjectFull: Achievement
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Vowels
        Type: general
      – SubjectFull: Task performance
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Linguistics
        Type: general
      – SubjectFull: Arabs
        Type: general
      – SubjectFull: Medical screening
        Type: general
      – SubjectFull: Israel
        Type: general
    Titles:
      – TitleFull: The Stability of Linguistic Skills of Arabic-Speaking Children Between Kindergarten and First Grade.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Mansour-Adwan, Jasmeen
      – PersonEntity:
          Name:
            NameFull: Khateb, Asaid
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 02
              M: 03
              Text: Mar2025 Supplement
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 10924388
          Numbering:
            – Type: volume
              Value: 68
            – Type: issue
              Value: 3S
          Titles:
            – TitleFull: Journal of Speech, Language & Hearing Research
              Type: main
ResultId 1