Title (Arabic) العنوان باللغة العربية
أنماط الأخطاء في القراءة لدى طلبة الصف الثاني الأساسي الاماراتيين
The impact of morphological awareness on reading proficiency has been neglected and there has been much focus on researching the impact of phonological awareness on reading skills. The aim of this study was to examine reading errors among second-grade Emeriti students by mapping a threefold paradigm (i.e., difficulty level, lexical category, and reading error patterns). The study sample included 168 Emirati second grade students (87 males and 81 females). One hundred forty four words were randomly selected from the Arabic reading curriculum. Those words were classified into lexical categories as nouns (45%), verbs (34%), adjectives and adverbs (10%), and functional words (i.e., prepositions and conjunctions; 11%). Those words were classified into three levels of linguistic difficulty (i.e., easy, difficult, and very difficult) according to their morphological complexity. The results revealed that reading difficulties may be the result of a threefold interrelated paradigm: the difficulty level of the words (i.e., morphological complexity), the lexical category (i.e., nouns, verbs, adjective and adverbs, and prepositions and conjunctions), and the pattern of the reading error (e.g., omission of a letter or a syllable and reading the geminated letter as ingeminated). The results also indicated that identifying this paradigm in each student can be useful in early detection of reading difficulty and thus, may assist in constructing appropriate remedial programs.
Sartawi, AbdelAziz M. Prof.; Natour, Yaser S. Prof.; Darawsheh, Wesam B. Dr.; Daiban, Salma Dr.; and Aljanahi, Mona Instructor
"Patterns of Reading Errors among Emirati Second Grade Students,"
International Journal for Research in Education: Vol. 43:
2, Article 11.
Available at: https://scholarworks.uaeu.ac.ae/ijre/vol43/iss2/11
The purpose and contribution of the paper
25-2-2018 About the authors-Cogent Education.docx (21 kB)
About the authors document
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Reading and Language Commons