Early Oral Language and Cognitive Predictors of Emergent Literacy Skills in Arabic-Speaking Children: Evidence From Saudi Children With Developmental Language Disorder

被引:1
作者
Alsiddiqi, Zakiyah A. [1 ]
Stojanovik, Vesna [2 ]
Pagnamenta, Emma [2 ]
机构
[1] King Saud Univ, Dept Rehabil Sci, Riyadh, Saudi Arabia
[2] Univ Reading, Sch Psychol & Clin Language Sci, Reading, England
来源
JOURNAL OF SPEECH LANGUAGE AND HEARING RESEARCH | 2025年 / 68卷 / 03期
关键词
SHORT-TERM-MEMORY; VERB MORPHOLOGY DEFICITS; VISUAL WORD RECOGNITION; PHONOLOGICAL AWARENESS; WORKING-MEMORY; READING-COMPREHENSION; NONWORD REPETITION; SERIAL ORDER; SIMPLE VIEW; IMPAIRMENT;
D O I
10.1044/2024_JSLHR-23-00643
中图分类号
R36 [病理学]; R76 [耳鼻咽喉科学];
学科分类号
100104 ; 100213 ;
摘要
Purpose: Although children with developmental language disorder (DLD) are known to have difficulties with emergent literacy skills, few available studies have examined emergent literacy skills in Arabic-speaking children with DLD. Even though Arabic language characteristics, such as diglossia and orthographic structure, influence the acquisition of literacy in Arabic-speaking children, research shows that oral language skills, such as vocabulary, and cognitive skills, such as verbal short-term memory (VSTM), predict literacy in Arabic-speaking children. Moreover, linguistic and memory abilities are impaired in children with DLD, including Arabic-speaking children. The current study examines the relationships between oral language, VSTM, and emergent literacy skills in Arabicspeaking typically developing (TD) children and children with DLD. Method: Participants were 40 TD children (20 girls; aged 4;0-6;11 [years; months]) and 26 children with DLD (nine girls, aged 4;0-6;11). All participants were monolingual Arabic speakers and matched on age and socioeconomic status. A set of comprehensive Arabic language (vocabulary knowledge, morphosyntactic, and listening comprehension skills), VSTM, and emergent literacy (phonological awareness and letter knowledge skills) tests were administered. Results: The DLD group scored significantly lower than the TD group on language, VSTM, and emergent literacy measures. Results revealed that the contributions of oral language and VSTM to emergent literacy skills across TD and DLD groups were different. In the TD group, VSTM predicted emergent literacy skills, whereas in the DLD groups, both vocabulary knowledge and VSTM predicted emergent literacy skills. Conclusions: This study represents an important first step in understanding emergent literacy skills and their relationships to language and memory in Arabic-speaking children with and without DLD. The implications of these findings for clinical and education provision are discussed.
引用
收藏
页码:1505 / 1520
页数:16
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