The Contribution of Linguistic and Cognitive Measures to Listening Comprehension among Arabic-speaking Kindergartners

References

• Adams, A. M., Bourke, L., & Willis, C. (1999). Working memory and spoken language comprehension in young children. International Journal of Psychology, 34(5–6), 364–373. doi:10.1080/002075999399701
   Google Scholar
• Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
   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: an Interdisciplinary Journal, 19(9), 933–958. doi:10.1007/s11145-006-9024-z
   Google Scholar
• Anderson, R. C., & Freebody, P. (1982). Reading comprehension and the assessment and acquisition of word knowledge. Center for the Study of Reading Technical Report; no. 249.
   Google Scholar
• Asadi, I. A, & Abu-Rabia, S. (2019). The impact of the position of phonemes and lexical status on phonological awareness in the diglossic arabic language. Journal Of Psycholinguistic Research. doi: 10.1007/s10936-019-09646-x
   Google Scholar
• Asadi, I. A., & Ibrahim, R. (2014). The influence of diglossia on different types of phonological abilities in Arabic. Journal of Education and Learning, 3, 3. doi:10.5539/jel.v3n3p45
   Google Scholar
• Asadi, I. A., & Ibrahim, R. (2018). The SVR between transparent and deep versions of the Arabic orthography. Journal of Reading Psychology, 39(6), 1–16. doi:10.1080/02702711.2018.1481477
   Google Scholar
• Asadi, I. A, Khateb, A, Ibrahim, R, & Taha, (2017). How do different cognitive and linguistic factors contribute to reading in arabic? a large scale developmental. Reading and Writing: an Interdisciplinary Journal, 30(9), 1835-1867. doi: 10.1007/s11145-017-9755-z
   Google Scholar
• Asadi, I. A., Khateb, A., & Shany, M. (2017). How simple is reading in Arabic? A cross-sectional investigation of reading comprehension from first to sixth grade. Journal of Research in Reading, 40(S1), S1–S22. doi:10.1111/1467-9817.12093
   Google Scholar
• Baddeley, A., Eysenck, M. W., & Anderson, M. C. (2009). Memory. New York, NY: Psychology Press.
   Google Scholar
• Baddeley, A. D. (2003). Working memory: Looking back and looking forward. Nature Reviews Neuroscience, 4(10), 829–839. doi:10.1038/nrn1201
   Google Scholar
• Berninger, V. W., & Abbott, R. D. (2010). Listening comprehension, oral expression, reading comprehension, and written expression: Related yet unique language systems in grades 1, 3, 5, and 7. Journal of Educational Psychology, 102(3), 635. doi:10.1037/a0019319
   Google Scholar
• Bishop, D. (1989). Test for reception of grammar. Manchester: University of Manchester.
   Google Scholar
• Bishop, D. V. M. (1982). Test for reception of grammar. Manchester:University of Manchester.
   Google Scholar
• Boudelaa, S., & Marslen-Wilson, W. D. (2011). Productivity and priming: Morphemic decomposition in Arabic. Language and Cognitive Processes, 26(4–6), 624–652. doi:10.1080/01690965.2010.521022
   Google Scholar
• Cain, K., & Oakhill, J. (2006). Profiles of children with specific reading comprehension difficulties. British Journal of Educational Psychology, 76(4), 683–696. doi:10.1348/000709905X67610
   Google Scholar
• Cain, K., Oakhill, J., & Bryant, P. (2004). Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31–42. doi:10.1037/0022-0663.96.1.31
   Google Scholar
• Carlisle, J. F. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing: an Interdisciplinary Journal, 12(3), 169–190. doi:10.1023/A:1008131926604
   Google Scholar
• Catts, H. W., Hogan, T. P., & Adolf, S. M. (2005). Developmental changes in reading and reading disabilities. In H. W. Catts (Ed.), The connection between language and reading disabilities (pp. 23–36). Mahwah, NJ: LEA.
   Google Scholar
• Cheng, J., & Matthews, J. (2018). The relationship between three measures of L2 vocabulary knowledge and L2 listening and reading. Language Testing, 35(1), 3–25. doi:10.1177/0265532216676851
   Google Scholar
• Clarke, P. J., Snowling, M. J., Truelove, E., & Hulme, C. (2010). Ameliorating children’s reading-comprehension difficulties: A randomized controlled trial. Psychological Science, 21(8), 1106–1116. doi:10.1177/0956797610375449
   Google Scholar
• Denckla, M. B, & Rudel, R. G. (1976). Naming of object-drawings by dyslexic and other learning disabled children. Brain and Language, 3(1), 1-15. doi:10.1016/0093-934X(76)90001-8
   Google Scholar
• Diakidoy, I. A. N., Mouskounti, T., & Ioannides, C. (2011). Comprehension and learning from refutation and expository texts. Reading Research Quarterly, 46(1), 22–38. doi:10.1598/RRQ.46.1.2
   Google Scholar
• Dufva, M., Niemi, P., & Voeten, M. J. (2001). The role of phonological memory, word recognition, and comprehension skills in reading development: From preschool to grade 2. Reading and Writing: an Interdisciplinary Journal, 14(1–2), 91–117. doi:10.1023/A:1008186801932
   Google Scholar
• Elbeheri, G., Everatt, J., Mahfoudhi, A., Abu Al-Diyar, M., & Taibah, N. (2011). Orthographic processing and reading comprehension among Arabic speaking mainstream and LD children. Dyslexia, 17(2), 123–142. doi:10.1002/dys.430
   Google Scholar
• Farvardin, M. T., & Valipouri, L. (2017). Probing the relationship between vocabulary knowledge and listening comprehension of Iranian lower-intermediate EFL learners. International Journal of Applied Linguistics and English Literature, 6(5), 273–278. doi:10.7575/aiac.ijalel.v.6n.5p.273
   Google Scholar
• Ferguson, C.A. (1959). Languages and Social Context, 232-251.
   Google Scholar
• Florit, E., Roch, M., Altoè, G., & Levorato, M. C. (2009). Listening comprehension in preschoolers: The role of memory. British Journal of Developmental Psychology, 27(4), 935–951. doi:10.1348/026151008X397189
   Google Scholar
• Florit, E., Roch, M., & Levorato, M. C. (2011). Listening text comprehension of explicit and implicit information in preschoolers: The role of verbal and inferential skills. Discourse Processes, 48(2), 119–138. doi:10.1080/0163853X.2010.494244
   Google Scholar
• Fong, C. Y. C., & Ho, C. S. H. (2017). What are the contributing cognitive-linguistic skills for early Chinese listening comprehension? Learning and Individual Differences, 59, 78–85. doi:10.1016/j.lindif.2017.08.001
   Google Scholar
• Foorman, B. R., Herrera, S., Petscher, Y., Mitchell, A., & Truckenmiller, A. (2015). The structure of oral language and reading and their relation to comprehension in Kindergarten through Grade 2. Reading and Writing: an Interdisciplinary Journal, 28(5), 655–681. doi:10.1007/s11145-015-9544-5
   Google Scholar
• Fracasso, L. E., Bangs, K., & Binder, K. S. (2016). The contributions of phonological and morphological awareness to literacy skills in the adult basic education population. Journal of Learning Disabilities, 49(2), 140–151. doi:10.1177/0022219414538513
   Google Scholar
• Gathercole, S. E., Pickering, S. J., Ambridge, B., & Wearing, H. (2004). The structure of working memory from 4 to 15 years of age. Developmental Psychology, 40(2), 177. doi:10.1037/0012-1649.40.2.177
   Google Scholar
• Gottardo, A., Mirza, A., Koh, P. W., Ferreira, A., & Javier, C. (2018). Unpacking listening comprehension: The role of vocabulary, morphological awareness, and syntactic knowledge in reading comprehension. Reading and Writing: an Interdisciplinary Journal, 31(8), 1741–1764. doi:10.1007/s1114
   Google Scholar
• Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10. doi:10.1177/074193258600700104
   Google Scholar
• Harlaar, N., Cutting, L., Deater-Deckard, K., DeThorne, L. S., Justice, L. M., Schatschneider, C., … Petrill, S. A. (2010). Predicting individual differences in reading comprehension: A twin study. Annals of Dyslexia, 60(2), 265–288. doi:10.1007/s11881-010-0044-7
   Google Scholar
• Hogan, T. P., Adlof, S. M., & Alonzo, C. N. (2014). On the importance of listening comprehension. International Journal of Speech-language Pathology, 16(3), 199–207. doi:10.3109/17549507.2014.904441
   Google Scholar
• Holes, C. (2004). Modern arabic: structures, functions, and varieties. Washington, DC: Georgetown University Press.
   Google Scholar
• Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing: an Interdisciplinary Journal, 2, 127–160. doi:10.1007/BF00401799
   Google Scholar
• Katzir, T., Kim, Y., Wolf, M., O’Brien, B., Kennedy, B., Lovett, M., & Morris, R. (2006). Reading fluency: The whole is more than the parts. Annals of Dyslexia, 56(1), 51–82. doi:10.1007/s11881-006-0003-5
   Google Scholar
• Katzir, T., Wolf, M., O’Brien, B., Kennedy, B., Lovett, M., & Morris, R. (2006). Reading fluency: The whole is more than the parts. Annals of Dyslexia, 56, 51–82. doi:10.1007/s11881-006-0003-5
   Google Scholar
• Kendeou, P., Bohn‐Gettler, C., White, M. J., & Van Den Broek, P. (2008). Children’s inference generation across different media. Journal of Research in Reading, 31(3), 259–272. doi:10.1111/j.1467-9817.2008.00370.x
   Google Scholar
• Kieffer, M. J., Petscher, Y., Proctor, C. P., & Silverman, R. D. (2016). Is the whole greater than the sum of its parts? Modeling the contributions of language comprehension skills to reading comprehension in the upper elementary grades. Scientific Studies of Reading, 20(6), 436–454. doi:10.1017/S0142716411000920
   Google Scholar
• Kim, Y. S. G. (2016). Direct and mediated effects of language and cognitive skills on comprehension of oral narrative texts (listening comprehension) for children. Journal of Experimental Child Psychology, 141, 101–120. doi:10.1016/j.jecp.2015.08.003
   Google Scholar
• Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review, 95(2), 163–182. doi:10.1037/0033-295X.95.2.163
   Google Scholar
• Kirby, J. R., & Savage, R. S. (2008). Can the simple view deal with the complexities of reading? Literacy, 42(2), 75–82. doi:10.1111/j.1741-4369.2008.00487.x
   Google Scholar
• Nagy, W., Berninger, V. W., & Abbott, R. D. (2006). Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. Journal of Educational Psychology, 98(1), 134–147. doi:10.1037/0022-0663.98.1.134
   Google Scholar
• Oakhill, J., Hartt, J., & Samols, D. (2005). Levels of comprehension monitoring and working memory in good and poor comprehenders. Reading and Writing: an Interdisciplinary Journal, 18(7–9), 657–686. doi:10.1007/s11145-005-3355-z
   Google Scholar
• Oakhill, J. V., Cain, K., & Bryant, P. E. (2003). The dissociation of word reading and text comprehension: Evidence from component skills. Language and Cognitive Processes, 18(4), 443–468. doi:10.1080/01690960344000008
   Google Scholar
• Perfetti, C. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11(4), 357–383. doi:10.1080/10888430701530730
   Google Scholar
• PIRLS. (2003). International report: IEA’s study of reading literacy achievement in primary schools in 2001. Chestnut Hill, MA: Boston College.
   Google Scholar
• Pizzioli, F., & Schelstraete, M. A. (2013). Real-time sentence processing in children with specific language impairment: The contribution of lexicosemantic, syntactic, and world-knowledge information. Applied Psycholinguistics, 34(1), 181–210. doi:10.1017/S014271641100066X
   Google Scholar
• Poskiparta, E., Niemi, P., & Vauras, M. (1999). Who benefits from training in linguistic awareness in the first grade, and what components show training effects? Journal of Learning Disabilities, 32(5), 437–446. doi:10.1177/002221949903200509
   Google Scholar
• Primor, L, Pierce, M. E, & Katzir, T. (2011). Predicting reading comprehension of narrative and expository texts among hebrewspeaking readers with and without a reading disability. Annals Of Dyslexia, 61(2), 242-268. doi:10.1007/s11881-011-0059-8
   Google Scholar
• Saiegh-Haddad, E. (2003). Linguistic distance and initial reading acquisition: The case of Arabic diglossia. Applied Psycholinguistics, 24(3), 431–451. doi:10.1017/s0142716403000225
   Google Scholar
• Saiegh-Haddad, E. (2004). The impact of phonemic and lexical distance on the phonological analysis of words and pseudowords in a diglossic context. Applied Psycholinguistics, 25(4), 495–512. doi:10.1017/s0142716404001249
   Google Scholar
• Saiegh-Haddad, E. (2007). Linguistic constraints children’s ability to isolate phonemes in diglossic Arabic. Applied Psycholinguistics, 28(4), 607–625. doi:10.1017/S0142716407070336
   Google Scholar
• Saiegh-Haddad, E., & Joshi, M. (2014). Handbook of Arabic literacy: Insights and perspectives. New York, London: Springer -Dordrecht Heidlberg.
   Google Scholar
• Saiegh-Haddad, E., Levin, I., Hende, N., & Ziv, M. (2011). The linguistic affiliation constraint and phoneme recognition in diglossic Arabic. Journal of Child Language, 38(2), 297–315. doi:10.1017/S0305000909990365
   Google Scholar
• Sénéchal, M., Ouellette, G., & Rodney, D. (2006). The misunderstood giant: On the predictive role of early vocabulary to future reading. Handbook of Early Literacy Research, 2, 173–182.
   Google Scholar
• Share, D. L. (2008). On the Anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584–615. doi:10.1037/0033-2909.134.4.584
   Google Scholar
• Share, D. L., & Leikin, M. (2004). Language impairment at school entry and later reading disability: Connections at lexical versus supralexical levels of reading. Scientific Studies of Reading, 8(1), 87–110. doi:10.1207/s1532799xssr0801_5
   Google Scholar
• Shatil, E. (1995). Predicting reading ability: Evidence for cognitive modularity. (Unpublished doctoral thesis). University of Haifa, Haifa,Israel.
   Google Scholar
• Silva, M., & Cain, K. (2015). The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension. Journal of Educational Psychology, 107(2), 321. doi:10.1037/a0037769
   Google Scholar
• Smith-Spark, J. H., & Fisk, J. E. (2007). Working memory functioning in developmental dyslexia. Memory, 15(1), 34–56. doi:10.1080/09658210601043384
   Google Scholar
• Stahl, S. A. (2003). Vocabulary and readability: How knowing word meanings affects comprehension. Topics in Language Disorders, 23(3), 241–247. doi:10.1097/00011363-200307000-00009
   Google Scholar
• Strasser, K., & Del Río, F. (2014). The role of comprehension monitoring, theory of mind, and vocabulary depth in predicting story comprehension and recall of kindergarten children. Reading Research Quarterly, 49(2), 169–187. doi:10.1002/rrq.68
   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. doi:10.1111/j.1467-9817.2009.01401.x
   Google Scholar
• Tompkins, V., Guo, Y., & Justice, L. M. (2013). Inference generation, story comprehension, and language skills in the preschool years. Reading and Writing: an Interdisciplinary Journal, 26(3), 403–429. doi:10.1007/s11145-012-9374-7
   Google Scholar
• Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Burgess, S., & Hecht, S. (1997). Contributions of phonological awareness and rapid automatized naming ability to growth of word-reading skills in second- to fifth-grade children. Scientific Studies of Reading, 1(2), 161–185. doi:10.1207/s1532799xssr0102_4
   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. doi:10.1207/s1532799xssr1101_2
   Google Scholar
• Wong, S. W., Mok, P. P., Chung, K. K. H., Leung, V. W., Bishop, D. V., & Chow, B. W. Y. (2017). Perception of native English reduced forms in Chinese learners: Its role in listening comprehension and its phonological correlates. TESOL Quarterly, 51(1), 7–31. doi:10.1002/tesq.273
   Google Scholar
• Ziegler, J. C., Bertrand, D., Toth, D., Csepe, V., Reis, A., Faisca, L., … Blomert, L. (2010). Orthographic depth and its impact on universal predictors of reading: A cross-language investigation. Psychological Science, 21(4), 551–559. doi:10.1177/0956797610363406
   Google Scholar