Diglossia and Orthographic Complexity as Multiplicative but not Additive Challenges in Arabic: A Critical Review.
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| Title: | Diglossia and Orthographic Complexity as Multiplicative but not Additive Challenges in Arabic: A Critical Review. |
|---|---|
| Authors: | Asadi, Ibrahim1,2 (AUTHOR) wwwasadi@gmail.com, Asli-Badarneh, Abeer1 (AUTHOR) Abeer.asli@gmail.com |
| Source: | Journal of Psycholinguistic Research. Jun2026, Vol. 55 Issue 3, p1-32. 32p. |
| Subject Terms: | *Diglossia (Linguistics), *Orthography & spelling, *Literacy, *Dyslexia, *Reading, *Neurolinguistics, *Variation in language, Morphology |
| Abstract: | The present review explores how the unique linguistic and orthographic characteristics of Arabic interact to shape the development of literacy in Arabic. The review is based on a systematic synthesis of empirical studies published between 2000 and 2025, including behavioral, developmental, and neurocognitive research on reading, spelling, and comprehension among native Arabic speaking learners, conducted in line with PRISMA guidelines. It focuses on the combined influence of diglossia and the visual and structural complexity of the Arabic script. Drawing on empirical findings from behavioral, developmental, and neurocognitive research, the review shows that these two dimensions do not merely add their effects but interact in a multiplicative way, creating cumulative challenges for beginning readers and for those with reading difficulties. Across the studies reviewed, a consistent pattern emerges showing that this interaction constrains decoding accuracy, reading fluency, and comprehension across developmental stages. These effects are particularly evident in the early phases of literacy acquisition and are amplified among learners with dyslexia or developmental language disorder. The discussion critically examines how universal models of reading fail to account for these interacting sources of difficulty, and argues for a language-specific framework that captures the dynamic relation between phonological, morphological, and orthographic processes in Arabic. From an instructional perspective, the synthesis points to the need for teaching practices that explicitly bridge spoken and standard varieties of Arabic, place greater emphasis on morphological awareness, and provide careful scaffolding as learners transition from vowelized to unvowelized text. The review concludes with implications for theory and pedagogy, emphasizing the need for instructional practices that bridge spoken and standard Arabic. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Psycholinguistic Research is the property of Springer Nature 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 | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192768733 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Diglossia and Orthographic Complexity as Multiplicative but not Additive Challenges in Arabic: A Critical Review. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Asadi%2C+Ibrahim%22">Asadi, Ibrahim</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> wwwasadi@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Asli-Badarneh%2C+Abeer%22">Asli-Badarneh, Abeer</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Abeer.asli@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Psycholinguistic+Research%22">Journal of Psycholinguistic Research</searchLink>. Jun2026, Vol. 55 Issue 3, p1-32. 32p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Diglossia+%28Linguistics%29%22">Diglossia (Linguistics)</searchLink><br />*<searchLink fieldCode="DE" term="%22Orthography+%26+spelling%22">Orthography & spelling</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Neurolinguistics%22">Neurolinguistics</searchLink><br />*<searchLink fieldCode="DE" term="%22Variation+in+language%22">Variation in language</searchLink><br /><searchLink fieldCode="DE" term="%22Morphology%22">Morphology</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The present review explores how the unique linguistic and orthographic characteristics of Arabic interact to shape the development of literacy in Arabic. The review is based on a systematic synthesis of empirical studies published between 2000 and 2025, including behavioral, developmental, and neurocognitive research on reading, spelling, and comprehension among native Arabic speaking learners, conducted in line with PRISMA guidelines. It focuses on the combined influence of diglossia and the visual and structural complexity of the Arabic script. Drawing on empirical findings from behavioral, developmental, and neurocognitive research, the review shows that these two dimensions do not merely add their effects but interact in a multiplicative way, creating cumulative challenges for beginning readers and for those with reading difficulties. Across the studies reviewed, a consistent pattern emerges showing that this interaction constrains decoding accuracy, reading fluency, and comprehension across developmental stages. These effects are particularly evident in the early phases of literacy acquisition and are amplified among learners with dyslexia or developmental language disorder. The discussion critically examines how universal models of reading fail to account for these interacting sources of difficulty, and argues for a language-specific framework that captures the dynamic relation between phonological, morphological, and orthographic processes in Arabic. From an instructional perspective, the synthesis points to the need for teaching practices that explicitly bridge spoken and standard varieties of Arabic, place greater emphasis on morphological awareness, and provide careful scaffolding as learners transition from vowelized to unvowelized text. The review concludes with implications for theory and pedagogy, emphasizing the need for instructional practices that bridge spoken and standard Arabic. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Psycholinguistic Research is the property of Springer Nature 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.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10936-026-10214-3 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 32 StartPage: 1 Subjects: – SubjectFull: Diglossia (Linguistics) Type: general – SubjectFull: Orthography & spelling Type: general – SubjectFull: Literacy Type: general – SubjectFull: Dyslexia Type: general – SubjectFull: Reading Type: general – SubjectFull: Neurolinguistics Type: general – SubjectFull: Variation in language Type: general – SubjectFull: Morphology Type: general Titles: – TitleFull: Diglossia and Orthographic Complexity as Multiplicative but not Additive Challenges in Arabic: A Critical Review. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Asadi, Ibrahim – PersonEntity: Name: NameFull: Asli-Badarneh, Abeer IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 00906905 Numbering: – Type: volume Value: 55 – Type: issue Value: 3 Titles: – TitleFull: Journal of Psycholinguistic Research Type: main |
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