The impact of diacritic marking on listening comprehension skills in Arabic orthography

References

• Abu-Rabia, S. (1998). Reading Arabic Texts: Effects of text type, reader type, and vowelization. Reading and Writing: An Interdisciplinary Journal, 10, 106–119.
   Google Scholar
• Abdalhamid, F. (2012). Listening comprehension strategies of Arabic speaking ESL learners. Master Thesis). University of Colorado. Department of English.
   Google Scholar
• Abu-Hamour, B., Al-Hmouz, H., & Kenana, M. (2013). The effect of short vowelization on curriculum-based measurement of reading fluency and comprehension in Arabic. Australian Journal of Learning Difficulties, 18(2), 181–197. https://doi.org/10.1080/19404158.2013.852980
   Google Scholar
• Abu-Rabia, S. (1995). Learning to read in Arabic: reading, syntactic, orthographic & working memory skills in normally achieving & poor Arabic readers. Reading Psychology: An International Quarterly, 16, 351–394.
   Google Scholar
• Abu-Rabia, S. (1996). The role of vowels & context in the reading of highly skilled Arabic readers. Journal of Psycholinguistic Research, 25, 629–641.
   Web of Science ®Google Scholar
• Abu-Rabia, S. (1997a). The need for cross-cultural considerations in reading theory: The effects of Arabic sentence context in skilled & poor readers. Journal of Research in Reading, 20, 137–147.
   Google Scholar
• Abu-Rabia, S. (1997b). Reading in Arabic orthography: The effects of vowels & context on reading accuracy of poor & skilled native Arabic readers in reading paragraphs, sentences, & isolated words. Journal of Psycholinguistic Research, 26, 465–482.
   PubMed Web of Science ®Google Scholar
• Abu-Rabia, S. (1998a). Reading Arabic texts: Effect of type, reading type and vowelization. Reading and Writing, 10(2), 105–119. https://doi.org/10.1023/A:1007906222227
   Web of Science ®Google Scholar
• Abu-Rabia, S. (1998b). Attitudes and cultural in second language learning among Israeli-Arab students. Curriculum and Teaching, 13(1), 13–30. https://doi.org/10.7459/ct/13.1.03
   Google Scholar
• Abu-Rabia, S. (1999). The effect of Arabic vowels on reading comprehension. Journal of Psycholinguistic Research, 28(1), 93–101. https://doi.org/10.1023/A:1023291620997
   PubMed Web of Science ®Google Scholar
• Abu -Rabia, S. & Salfeety. A (2013). Reading in Arabic Orthography: The influence of Short Vowels on Reading Accuracy and Comprehension of Poor and Normal Arabic Readers. Journal of Advances in Linguistics, 5, 723–735.
   Google Scholar
• Abu-Rabia, S., & Taha, H. (2006). Phonological errors predominate in Arabic spelling across grades 1-9. Journal of Psycholinguistic Research, 35(2), 167–188. https://doi.org/10.1007/s10936-005-9010-7
   PubMed Web of Science ®Google Scholar
• Adlof, S. M., Catts, H. W., & Little, T. D. (2006). Should the simple view of reading include a fluency component? Reading and Writing, 19(9), 933–958. https://doi.org/10.1007/s11145-006-9024-z
   Web of Science ®Google Scholar
• Andringa, S., Olsthoorn, N., van Beuningen, C., Schoonen, R., & Hulstijn, J. (2012). Determinants of success in native and non‐native listening comprehension: An individual differences approach. Language Learning, 62, 49–78. https://doi.org/10.1111/j.1467-9922.2012.00706.x
   Web of Science ®Google Scholar
• Asaad, H., & Eviatar, Z. (2013). Learning to read in Arabic: The long and winding road. Reading and Writing, 1–16.
   Web of Science ®Google Scholar
• Bentin, S., & Frost, R. (1987). Processing lexical ambiguity & visual word &recognition in a deep othograph. Memory & Cognition, 15, 13–23.
   PubMed Web of Science ®Google Scholar
• Bingol, M. A., Celik, B., Yildiz, N., & Mart, C. T. (2014). Listening comprehension difficulties encountered by students in Second Language Learning class. Journal of Education and Instructional Studies in the World, 4, 2146–7463.
   Google Scholar
• Breznitz, Z. (2006). Fluency in reading: Synchronization of process. Lawrence Erlbaum Associates, Publishers.
   Google Scholar
• Brunfaut, T., & Révész, A. (2014). The role of task and listener characteristics in Second Language Listening. TESOL Quarterly Journal, 49, 1, 141–168.
   Web of Science ®Google Scholar
• Buck, G. (2001). Assessing Listening. Cambridge University Press.
   Google Scholar
• Cain, K. & Oakhill, J. (Eds). (2007). Children’s comprehension problems in oral and written language. In A cognitive perspective. ADD PLACE.
   Google Scholar
• Chiang, C. S., & Dunkel, P. (1992). The effect of speech modification, prior knowledge, and listening proficiency on EFL Lecture Learning. TESOL Quarterly, 26(2), 345–369. https://doi.org/10.2307/3587009
   Web of Science ®Google Scholar
• Carlisle, J. F., & Felbinger, L. (1991). Profiles in listening and reading comprehension. The Journal of Educational Research, 84(6), 345–354. https://doi.org/10.1080/00220671.1991.9941815
   Web of Science ®Google Scholar
• Cutler, A., Dahan, D., & Van Donselaar, W. (1997). Prosody in the comprehension of spoken language: A literature review. Language and Speech, 40 (2), 141– 201. [Database] https://doi.org/10.1177/002383099704000203
   PubMed Web of Science ®Google Scholar
• Dahan, D., & Magnuson, J. S. (2006). Spoken-word recognition. In M. J. Traxler & M. A. Gernsbacher (Eds.), Handbook of Psycholinguistics (pp. 249–283).
   Google Scholar
• Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19(4), 450–466. https://doi.org/10.1016/S0022-5371(80)90312-6
   Google Scholar
• Diakidoy, I. N., Stylianou, P., Karefillidou, C., & Papageorgiou, P. (2005). The relationship between listening and reading comprehension of different types of text at increasing grade levels. Reading Psychology, 26(1), 55–80. https://doi.org/10.1080/02702710590910584
   Google Scholar
• Diakidoy, I. N. (2014). The effects of familiarization with oral expository text on listening and reading comprehension levels. Reading Psychology, 35(7), 622–643. https://doi.org/10.1080/02702711.2013.790327
   Google Scholar
• Dunkel, P. (1991). Listening in the native and second\foreign language: Toward and integration of research and practice. TESOL Quarterly, 25(3), 431–457. https://doi.org/10.2307/3586979
   Web of Science ®Google Scholar
• El-Mahdy, A. (2007) Automatic Classification of Composite FM/PM Speech Signals in Sensor Arrays over Flat Fading Channel”, IET Communications Journal, 1(2), 157–164.
   Google Scholar
• Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language classroom. University of Washington. The Modern Language Journal, 89(2), 206–220.
   Web of Science ®Google Scholar
• Florit, E., Roch, M., & Levorato, M. C. (2013). The relationship between listening comprehension of text and sentences in preschoolers: Specific or mediated by lower and higher level components? Applied Psycholinguistics, 34(2), 395–415. https://doi.org/10.1017/S0142716411000749
   Web of Science ®Google Scholar
• Frost, R., Katz, L., & Bentin, S. (1987). Strategies for visual word recognition and orthographical depth: a multilingual comparison. Journal of Experimental Psychology. Human Perception and Performance, 13(1), 104–115. https://doi.org/10.1037//0096-1523.13.1.104
   PubMed Web of Science ®Google Scholar
• Gilikjani, A. P., & Ahmadi, M. R. (2011). A study of factors affecting EFL learners’ English listening comprehension and the strategies for improvement. Journal of Language Teaching and Research, 2, 977–988.
   Google Scholar
• Goh, C. (2000). A cognitive perspective on language learners’ listening comprehension problems. System, 28(1), 55–75. https://doi.org/10.1016/S0346-251X(99)00060-3
   Google Scholar
• Gough, P., & Tunmer, W. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6–10.
   Google Scholar
• Hayati, A. M. (2010). The effect of speech rate on listening comprehension of EFL learners. Creative Education, 01(02), 107–114. https://doi.org/10.4236/ce.2010.12016
   Google Scholar
• Hejazi, E. (2015) Reading Arabic with short vowels in different writing genres. Master thesis- University of Haifa.
   Google Scholar
• Ibrahim, R. (2015). Arabic orthography and automatic reading among skilled readers. http://www.hebpsy.net/articles.asp?id=3256.
   Google Scholar
• Joshi, R. M., & Aaron, P. G. (2000). The component model of reading: A simple view of reading made a little more complex. Reading Psychology, 21, 85–97.
   Google Scholar
• Joshi, R. M., Tao, S., Aaron, P. G., & Quiroz, G. (2012). Cognitive component of componential model of reading applied to different orthographies. Journal of Learning Disabilities, 45(5), 480–486. https://doi.org/10.1177/0022219411432690
   PubMed Web of Science ®Google Scholar
• Kim, Y.-S., Park, C., & Wagner, R. K. (2014). Is oral/text reading fluency a “bridge” to reading comprehension? Reading and Writing. An Interdisciplinary Journal, 27, 79–99.
   Google Scholar
• Knight, K. A. (2011). Media epidemics: Viral structures [Doctoral dissertation]. (Accession No. 2013420395).
   Google Scholar
• Koriat, A. (1984). Reading without vowels: Lexical access in Hebrew. In: H. Bouma & D.G. Bouwhuis (eds.), Attention and performance: Control of language processes (pp. 227–242). Lawrence Erlbaum Associates.
   Google Scholar
• Kormos, J., & Sáfár, A. (2008). Phonological short term‐memory, working memory and foreign language performance in intensive language learning. Bilingualism: Language and Cognition, 11(2), 261–271. https://doi.org/10.1017/S1366728908003416
   Web of Science ®Google Scholar
• Mendelsohn, D. J. (1994). Learning to listen: A strategy- based approach for the second language learner. Domini Press.
   Google Scholar
• Neuhaus, G. F., Roldan, L. W., Boulware-Gooden, R., & Swank, P. R. (2006). Parsimonious reading models: Identifying teachable subskills. Reading Psychology, 27(1), 37–58. https://doi.org/10.1080/02702710500468724
   Google Scholar
• Nunan, D. (1998). Approaches to teaching listening in language classroom Childhood. In Proceeding of the 1997 Korea TESOL Conference. KOTESOL.
   Google Scholar
• O’Malley, J. M., & Chamot, A. U. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, 10, 418–437.
   Web of Science ®Google Scholar
• Purdy, M., (1997). What is listening?. In M., Purdy, & D. Borisoff, (EDS), Listening in everyday life: A personal and professional approach (2nd ed) (pp.1–20). University Press of America.
   Google Scholar
• Roch, M., & Levorato, M. C. (2009). Simple view of reading in Down’s syndrome: The role of listening comprehension and reading skills. International Journal of Language & Communication Disorders, 55, 206–223.
   Web of Science ®Google Scholar
• Rost, M. (2002). Teaching and Researching Listening. Longman.
   Google Scholar
• Rubin, J. (1994). A review of second language listening comprehension research. The Modern Language Journal, 78(2), 199–221. https://doi.org/10.1111/j.1540-4781.1994.tb02034.x
   Web of Science ®Google Scholar
• Seraye, A. (2004). The role of short vowels and context on the reading of Arabic, comprehension and word recognition of highly skilled readers. University of Pittsburgh.
   Google Scholar
• Shimron, J. (1993). The role of vowels in reading: A review of studies of English & Hebrew. Psychological Bulletin, 114, 52–67.
   Web of Science ®Google Scholar
• Staehr, L. S. (2009). Vocabulary knowledge and advanced listening comprehension in English as a foreign language. Studies in Second Language Acquisition, 31(04), 577–607. https://doi.org/10.1017/S0272263109990039
   Web of Science ®Google Scholar
• Sticht, T. G., Beck, L. J., Hauke, R. N., Kleinman, G. M., & James, J. H. (1974). Auding and reading: A developmental model. Human Resources Research Organization.
   Google Scholar
• Sticht, T. G., & James, J. H. (1984). Listening and reading. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds.), Handbook of reading research (pp. 293–317). Longman.
   Google Scholar
• Taouk, M., & Coltheart, M. (2004). The cognitive processes involved in learning to read in Arabic. Reading and Writing, 17, 27–57.
   Google Scholar
• Thomas, L., & Levine, T. R. (1996). Further thoughts on recall, memory, and the measurement of listening a rejoinder to Bostrom. Human Communication Research, 23(2), 306–308. https://doi.org/10.1111/j.1468-2958.1996.tb00397.x
   Web of Science ®Google Scholar
• Tighe, E. L., Spencer, M., & Schatschneider, C. A. (2015). Investigating predictors of listening comprehension in third-, seventh-, and tenth-grade students: A dominance analysis approach. Reading Psychology, 36(8), 700–740. https://doi.org/10.1080/02702711.2014.963270
   PubMed Web of Science ®Google Scholar
• Tilstra, J., McMaster, K., Van den Broek, P., Kendeou, P., & Rapp, D. (2009). Simple but complex: Components of the simple view of reading across grade levels. Journal of Research in Reading, 32(4), 383–401. https://doi.org/10.1111/j.1467-9817.2009.01401.x
   Web of Science ®Google Scholar
• Underwood, M. (1989). Teaching listening. London: Longman.
   Google Scholar
• Vandergrift, L. (2005). Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening. Applied Linguistics, 26(1), 70–89. https://doi.org/10.1093/applin/amh039
   Web of Science ®Google Scholar
• Vandergrift, L., Goh, C., Mareschal, C., & Tafaghodtari, M. H. (2006). The Metacognitive Awareness Listening Questionnaire (MALQ): Development and validation. Language Learning, 56(3), 431–462. https://doi.org/10.1111/j.1467-9922.2006.00373.x
   Web of Science ®Google Scholar
• Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry, and Allied Disciplines, 45(1), 2–40. https://doi.org/10.1046/j.0021-9630.2003.00305.x
   PubMed Web of Science ®Google Scholar
• Vellutino, F. R., Tunmer, W. E., Jaccard, J. J., & Chen, R. (2007). Components of reading ability: Multivariate evidence for a convergent skills model of reading development. Scientific Studies of Reading, 11(1), 3–32. https://doi.org/10.1080/10888430709336632
   Web of Science ®Google Scholar