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Cogent Education Volume 3, 2016 - Issue 1

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Research Article

Reading error patterns prevailing in Arab Emirati first graders

Yaser S. NatourDepartment of Hearing and Speech Sciences, Faculty of Rehabilitation Sciences, The University of Jordan, Amman, JordanView further author information

Wesam DarawshehFaculty of Rehabilitation Sciences, Department of Occupational Therapy, The University of Jordan, Amman, JordanCorrespondence[email protected]
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AbdelAziz M. SartawiDepartment of Special Education, United Arab Emirates University, Al Ain, United Arab EmiratesView further author information

Basem A. MarieDepartment of Audiology and Speech Pathology, Al-Ahliyya Amman University, Amman, JordanView further author information

Effie EfthymiouDepartment of Special Education, United Arab Emirates University, Al Ain, United Arab EmiratesView further author information

Kris GritterSeattle Pacific University, USAView further author information

(Reviewing Editor)

Article: 1226459 | Received 11 May 2016, Accepted 16 Aug 2016, Published online: 30 Aug 2016

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https://doi.org/10.1080/2331186X.2016.1226459
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Mahmoud Gharaibeh, Abdel Aziz Sartawi, Hamzeh Dodeen & Mohammed Alzyoudi. (2021) Effects of rapid automatized naming and phonological awareness deficits on the reading ability of Arabic-speaking elementary students. Applied Neuropsychology: Child 10:1, pages 1-13.
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Articles from other publishers (1)

Hosam Al-Samarraie, Samer Muthana Sarsam, Ahmed Ibrahim Alzahrani & Nasser Alalwan. (2019) Reading text with and without diacritics alters brain activation: The case of Arabic. Current Psychology 39:4, pages 1189-1198.
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