نمو القدرة القرائية لدى الطـفل في ضوء التباين اللساني بين اللغات
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منشور:
Jun 16, 2022
الكلمات المفتاحية:
القدرة القرائية، تطور القراءة، التعرف على الكلمات، التباين اللساني
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الملخص
القراءة عملية معقدة تنطوي على توظيف مجموعة متكاملة من العمليات العصبية-المعرفية، والتي أصبحت تعرف كأسس لنمو القدرة القرائية. هذا النمو للقدرة القرائية يرتكز على جانبين أساسين: الجانب الذاتي المتمثل في العمليات المعرفية لدى الفرد، والخصائص اللسانية أو الإملائية للغة التي تمثل موضوع التعلم. ورغم التطور الحاصل في فهم نمو القدرة القرائية لدى الطفل، فإن معظم الدراسات حول فهم ووصف عملية القراءة بشكل عام والتعرف على الكلمات بشكل خاص تمحورت بشكل أساسي في سياق اللغات الأندو-أوروبية، في حين أن القراءة في سياق اللغة العربية لم تحظ بالاهتمام المطلوب. بغرض إبراز أثر الاختلافات اللسانية بين اللغات على نمو القدرة القرائية وبالتحديد التعرف على الكلمات لدى الطفل، نعرض في هذا الموضوع أهم العوامل اللسانية والمعرفية التي يقوم عليها تعلم واكتساب القراءة، والتي تمثل جوانب اختلاف ما بين اللغات. كما نركز في هذا السياق على تعلم القراءة في اللغة العربية من حيث بعض الخصائص الإملائية وأثرها على الآليات المعرفية للقراءة
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كيفية الاقتباس
لعيسإ. (2022). نمو القدرة القرائية لدى الطـفل في ضوء التباين اللساني بين اللغات. AL-Lisaniyyat, 28(1), 211-240. https://doi.org/10.61850/allj.v28i1.51
القسم
Articles
المراجع
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Abu Ahmad, Hanadi, Raphiq Ibrahim, and David L. Share. “Cognitive predictors of early reading ability in Arabic: A longitudinal study from kindergarten to grade 2.” Handbook of Arabic literacy. Springer, Dordrecht, 2014. pp. 171-194.
Abu-Rabia, S. (2007). The role of morphology and short vowelization in reading Arabic among normal and dyslexic readers in grades 3, 6, 9, and 12. Journal of psycholinguistic research, 36(2), pp. 89-106.
- Abu-Rabia, S., & Abu-Rahmoun, N. (2012). The role of phonology and morphology in the development of basic reading skills of dyslexic and normal native Arabic readers. Creative Education, 3(07), pp. 1259
Abu-Rabia, S., & Sammour, R. (2013). Spelling errors’ analysis of regular and dyslexic bilingual Arabic-English students. Open Journal of Modern Linguistics, 3(01), p. 58
Abu-Rabia, S., Share, D., & Mansour, M. S. (2003). Word recognition and basic cognitive processes among reading-disabled and normal readers in Arabic. Reading and writing, 16(5), pp. 423-442.
Abu-Rabia, S., & Taha, H. (2004). Reading and spelling error analysis of native. Reading and Writing, 17(7), pp. 651-690.
Ben-Dror, I., Frost, R., & Bentin, S. (1995). Orthographic representation and phonemic segmentation in skilled readers: A cross-language comparison. Psychological Science, 6(3), pp. 176-181
Bentin, S., & Frost, R. (1995). Morphological factors in visual word identication in Hebrew. In L.B. Feldman (Ed.). Morphological aspects of language processing, pp. 271–292. Hillsdale, NJ: Lawrence Erlbaum Associates Inc
Breznitz, Z., & Leikin, M. (2001). Effects of accelerated reading rate on processing words’ syntactic functions by normal and dyslexic readers: Event related potentials evidence. Journal of Genetic Psychology, 162 (3), pp. 276-96.
- Brunswick, N. (2010). Unimpaired reading development and dyslexia across different languages. In N. Brunswick, S. McDougall, & P. de Mornay Davies (Eds.), Reading and dyslexia in different orthographies pp. 131–154. Hove: Psychology Press.
Casalis, S., & Louis Alexandre, M., F. (2000). Morphological analysis, phonological analysis and learning to read French. Reading and Writing, 12, pp. 303-335
Casco, C., Tressoldi, P., & Dellantonio, A. (1998). Visual selective attention and reading efficiency are related in children. Cortex, 34, pp. 531-546
Elbro, C., & Arnbak, E. (1996). The role of morpheme recognition and morphological awareness in dyslexia. Annals of Dyslexia, 46, pp. 209– 24
Ellis, N. C., Natsume, M., Stavropoulou, K., Hoxhallari, L., Daal, V. H. P., Polyzoe, N., et al. (2004). The effects of orthographic depth on learning to read alphabetic, syllabic, and logographic scripts. Reading Research Quarterly, 39(4), pp. 438–468
Everatt, J., Smythe, I., Ocampo, D., & Gyarmathy, E. (2004). Issues in the assessment of literacy‐related difficulties across language backgrounds: A cross‐linguistic comparison. Journal of Research in Reading, 27(2), pp. 141-151
Fawcett, A., J., & Nicolson, R., I. (1999). Performance of dyslexic children on cerebellar and cognitive tests. Journal of Motor Behavior, 31(1), pp. 68-78.
Frost, R., Forster, K. I., & Deutsch, A. (1997). What can we learn from the morphology of Hebrew? A masked-priming investigation of morphological representation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23 (4), pp. 829-856.
Georgiou, G. K., Parrila, R., & Papadopoulos, T. C. (2008). Predictors of word decoding and reading fluency across languages varying in orthographic consistency. Journal of Educational Psychology, 100, pp. 566- 580.
Gombert, J.E. (2001). La modélisation cognitive de la lecture et ses implications pédagogiques. Psychologie Française, 46 (3), pp. 283-285.
Goswami, U. (2000). Phonological representations, reading development and dyslexia: Toward a cross-linguistic theoretical framework. Dyslexia,
- Goulandris, N. (Ed.). (2005). Dyslexia in different languages: Cross-linguistic comparisons. London: Whurr.
Hansen, G. F. (2008). Visual word recognition in Arabic: Towards a language –specific reading model. Centre for Contemporary Middle East Studies, University of Southern Denmark.
Hayes-Harb, R. (2006). Native speakers of Arabic and ESL texts: evidence for the transfer of written word identification processes. TESOL Quarterly, 40 (2), pp. 321-339.
Katz, L., & Feldman, L. B. (1983) Relation between pronunciation and recognition of printed words in deep and shallow orthographies. Journal of Experimental Psychology: Learning, Memory, and Cognition, 9, pp. 157-166.
Katz, L., & Frost, R. (1992). Reading in different orthographies: the orthographic depth hypothesis. In R. Frost, & L. Katz (Eds.), Orthography, phonology, morphology, and meaning. pp. 67-84. Amsterdam: Elsevier.
Konza, D. (2011). Research into practice: Understanding the reading process. Retrieved from: http://www.decd.sa.gov.au/literacy/files/links/ link_157541.pdf (November 2014)
Ktori, M., & Pitchford, N. J. (2008). Effect of orthographic transparency on letter position encoding: A comparison of Greek and English monoscriptal and biscriptal readers. Language and Cognitive Processes, 23(2), pp. 258–281
Landerl, K., Wimmer, H., & Frith U. (1997). The impact of orthographic consistency on dyslexia: A German-English comparison. Cognition, 63, pp. 315-334.
Layes, S (2016). La dyslexie développementale: Les universaux et les spécificités orthographiques. Imp. Mansour.
- Moll, K., Ramus, F., Bartling, J., Bruder, J., Kunze, S., Neuhoff, N.,.. Landerl, K. (2014). Cognitive mechanisms underlying reading and spelling development in five European orthographies. Learning and Instruction, 29, pp. 65-77.
Muter, V., & Snowling M, J. (1998). Concurrent and longitudinal predictors of reading: The role of metalinguistic and short-term memory skills. Reading Research Quarterly, 33 (3), pp. 320–337.
Paulesu, E., Démonet, J. F., Fazio, F., McCrory, E., Chanoine, V., Brunswick, N, Cappa, S. F., Cossu, G., Habib, M., Frith, C. D. & Frith, U. (2001) : Dyslexia, Cultural diversity and Biological unity. Science, 291, pp. 2165-2167.
Protopapas, A., Altani, A., and Georgiou, G. K. (2013). Development of serial processing in reading and rapid naming. Journal of Exprimental Child Psychology, 116, pp. 914–929.
Saiegh-Haddad, E. (2005). Correlates of reading fluency in Arabic: Diglossic and orthographic factors. Reading and Writing, 18, pp. 559-582.
Schiff, R., Katzir, T. & Shoshan, N. (2013). Reading accuracy and speed of vowelized and unvowelized scripts among dyslexic readers of Hebrew: the road not taken. Annals of Dyslexia, 63 (2), pp. 171-185.
Seymour, P. (1997). Les fondations du développement orthographique et morphographique. Dans L. Riebec, M. Fayol et C.A. Perfetti (dir.) Des orthographes et leur acquisition pp. 385-403. Lausanne : Delachaux et Niestlé.
Seymour, P. H. K., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, pp. 143-174.
- Shany, M., & Share, D. L. (2011). Subtypes of reading disability in a shallow orthography: A double dissociation between accuracy-disabled and rate-disabled readers of Hebrew. Annals of Dyslexia, 61(1), pp. 64- 84.
Share, D. L. (2008). On the Anglo-centrism of Current Reading Research and Practice: The Perils of Overreliance on “Outlier Orthography”. Psychological Bulletin, 134, p.58.
Sheng, H.J., (2000). Cognitive model for teaching reading comprehension. English Teaching Forum, 38 (4), pp. 12-15.
Siegel, L. S. (1993). The cognitive basis of dyslexia. In: R. Pasnak & M. L. Howe (eds.), Emerging themes in cognitive development. Competences pp. 33-52. New York: Springer Verlag.
Siok, W.T. & Fletcher, P. (2001) The Role of Phonological Awareness and Visual-Orthographic Skills in Chinese Reading Acquisition. Developmental Psychology, 37, pp. 886-899.
Snowling, M. J. (2000). Dyslexia (2nd ed). Oxford: Blackwell Publishers
Sprenger-Charolles, L. & Colé, P. (2003). Lecture et Dyslexie : Approches cognitives. Paris: Dunod.
Stanovich, K. E. (1998). Refining the phonological core deficit model. Child Psychology and Psychiatry Review, 3, pp. 17-21.
- Taha, H. Y. (2013). Reading and spelling in Arabic: Linguistic and orthographic complexity. Theory and Practice in Language Studies, 3, pp. 721-727.
Torgesen, J. K, Wagner, R. K., & Rashotte, C. A. (1994). Longitudinal studies of phonological processing and reading. Journal of Learning Disabilities, 27, pp. 276–286.
Velan, H., & Frost, R. (2011). Words with and without internal structure: What determines the nature of orthographic processing? .Cognition, 118, pp. 141-156.
Verhoeven, L., Reitsma, P., & Siegel, L. S. (2011). Cognitive and linguistic factors in reading acquisition. Reading and writing, 24(4), pp. 387–394.
Wimmer, H. (1993). Characteristics of developmental dyslexia in a regular writing system. Applied Psycholinguistics, 14, pp. 1-33.
Wimmer, H., & Goswami, U. (1994). The influence of orthographic consistency on reading development: word recognition in English and German children. Cognition 51, pp. 91–103.
Wolf, M. (1991). Naming speed and reading: The contribution of the cognitive neurosciences. Reading Research Quarterly, 26, pp. 123- 141.
Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, pp. 3-29.
Ziegler, J., Pech-Georgel, C., Dufau,S., & Grainger, J. (2010). Rapid processing of letters, digits and symbols: what purely visual-attentional deficit in developmental dyslexia? Developmental Science, 13 (4), pp. 8-14.
Abu Ahmad, Hanadi, Raphiq Ibrahim, and David L. Share. “Cognitive predictors of early reading ability in Arabic: A longitudinal study from kindergarten to grade 2.” Handbook of Arabic literacy. Springer, Dordrecht, 2014. pp. 171-194.
Abu-Rabia, S. (2007). The role of morphology and short vowelization in reading Arabic among normal and dyslexic readers in grades 3, 6, 9, and 12. Journal of psycholinguistic research, 36(2), pp. 89-106.
- Abu-Rabia, S., & Abu-Rahmoun, N. (2012). The role of phonology and morphology in the development of basic reading skills of dyslexic and normal native Arabic readers. Creative Education, 3(07), pp. 1259
Abu-Rabia, S., & Sammour, R. (2013). Spelling errors’ analysis of regular and dyslexic bilingual Arabic-English students. Open Journal of Modern Linguistics, 3(01), p. 58
Abu-Rabia, S., Share, D., & Mansour, M. S. (2003). Word recognition and basic cognitive processes among reading-disabled and normal readers in Arabic. Reading and writing, 16(5), pp. 423-442.
Abu-Rabia, S., & Taha, H. (2004). Reading and spelling error analysis of native. Reading and Writing, 17(7), pp. 651-690.
Ben-Dror, I., Frost, R., & Bentin, S. (1995). Orthographic representation and phonemic segmentation in skilled readers: A cross-language comparison. Psychological Science, 6(3), pp. 176-181
Bentin, S., & Frost, R. (1995). Morphological factors in visual word identication in Hebrew. In L.B. Feldman (Ed.). Morphological aspects of language processing, pp. 271–292. Hillsdale, NJ: Lawrence Erlbaum Associates Inc
Breznitz, Z., & Leikin, M. (2001). Effects of accelerated reading rate on processing words’ syntactic functions by normal and dyslexic readers: Event related potentials evidence. Journal of Genetic Psychology, 162 (3), pp. 276-96.
- Brunswick, N. (2010). Unimpaired reading development and dyslexia across different languages. In N. Brunswick, S. McDougall, & P. de Mornay Davies (Eds.), Reading and dyslexia in different orthographies pp. 131–154. Hove: Psychology Press.
Casalis, S., & Louis Alexandre, M., F. (2000). Morphological analysis, phonological analysis and learning to read French. Reading and Writing, 12, pp. 303-335
Casco, C., Tressoldi, P., & Dellantonio, A. (1998). Visual selective attention and reading efficiency are related in children. Cortex, 34, pp. 531-546
Elbro, C., & Arnbak, E. (1996). The role of morpheme recognition and morphological awareness in dyslexia. Annals of Dyslexia, 46, pp. 209– 24
Ellis, N. C., Natsume, M., Stavropoulou, K., Hoxhallari, L., Daal, V. H. P., Polyzoe, N., et al. (2004). The effects of orthographic depth on learning to read alphabetic, syllabic, and logographic scripts. Reading Research Quarterly, 39(4), pp. 438–468
Everatt, J., Smythe, I., Ocampo, D., & Gyarmathy, E. (2004). Issues in the assessment of literacy‐related difficulties across language backgrounds: A cross‐linguistic comparison. Journal of Research in Reading, 27(2), pp. 141-151
Fawcett, A., J., & Nicolson, R., I. (1999). Performance of dyslexic children on cerebellar and cognitive tests. Journal of Motor Behavior, 31(1), pp. 68-78.
Frost, R., Forster, K. I., & Deutsch, A. (1997). What can we learn from the morphology of Hebrew? A masked-priming investigation of morphological representation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23 (4), pp. 829-856.
Georgiou, G. K., Parrila, R., & Papadopoulos, T. C. (2008). Predictors of word decoding and reading fluency across languages varying in orthographic consistency. Journal of Educational Psychology, 100, pp. 566- 580.
Gombert, J.E. (2001). La modélisation cognitive de la lecture et ses implications pédagogiques. Psychologie Française, 46 (3), pp. 283-285.
Goswami, U. (2000). Phonological representations, reading development and dyslexia: Toward a cross-linguistic theoretical framework. Dyslexia,
- Goulandris, N. (Ed.). (2005). Dyslexia in different languages: Cross-linguistic comparisons. London: Whurr.
Hansen, G. F. (2008). Visual word recognition in Arabic: Towards a language –specific reading model. Centre for Contemporary Middle East Studies, University of Southern Denmark.
Hayes-Harb, R. (2006). Native speakers of Arabic and ESL texts: evidence for the transfer of written word identification processes. TESOL Quarterly, 40 (2), pp. 321-339.
Katz, L., & Feldman, L. B. (1983) Relation between pronunciation and recognition of printed words in deep and shallow orthographies. Journal of Experimental Psychology: Learning, Memory, and Cognition, 9, pp. 157-166.
Katz, L., & Frost, R. (1992). Reading in different orthographies: the orthographic depth hypothesis. In R. Frost, & L. Katz (Eds.), Orthography, phonology, morphology, and meaning. pp. 67-84. Amsterdam: Elsevier.
Konza, D. (2011). Research into practice: Understanding the reading process. Retrieved from: http://www.decd.sa.gov.au/literacy/files/links/ link_157541.pdf (November 2014)
Ktori, M., & Pitchford, N. J. (2008). Effect of orthographic transparency on letter position encoding: A comparison of Greek and English monoscriptal and biscriptal readers. Language and Cognitive Processes, 23(2), pp. 258–281
Landerl, K., Wimmer, H., & Frith U. (1997). The impact of orthographic consistency on dyslexia: A German-English comparison. Cognition, 63, pp. 315-334.
Layes, S (2016). La dyslexie développementale: Les universaux et les spécificités orthographiques. Imp. Mansour.
- Moll, K., Ramus, F., Bartling, J., Bruder, J., Kunze, S., Neuhoff, N.,.. Landerl, K. (2014). Cognitive mechanisms underlying reading and spelling development in five European orthographies. Learning and Instruction, 29, pp. 65-77.
Muter, V., & Snowling M, J. (1998). Concurrent and longitudinal predictors of reading: The role of metalinguistic and short-term memory skills. Reading Research Quarterly, 33 (3), pp. 320–337.
Paulesu, E., Démonet, J. F., Fazio, F., McCrory, E., Chanoine, V., Brunswick, N, Cappa, S. F., Cossu, G., Habib, M., Frith, C. D. & Frith, U. (2001) : Dyslexia, Cultural diversity and Biological unity. Science, 291, pp. 2165-2167.
Protopapas, A., Altani, A., and Georgiou, G. K. (2013). Development of serial processing in reading and rapid naming. Journal of Exprimental Child Psychology, 116, pp. 914–929.
Saiegh-Haddad, E. (2005). Correlates of reading fluency in Arabic: Diglossic and orthographic factors. Reading and Writing, 18, pp. 559-582.
Schiff, R., Katzir, T. & Shoshan, N. (2013). Reading accuracy and speed of vowelized and unvowelized scripts among dyslexic readers of Hebrew: the road not taken. Annals of Dyslexia, 63 (2), pp. 171-185.
Seymour, P. (1997). Les fondations du développement orthographique et morphographique. Dans L. Riebec, M. Fayol et C.A. Perfetti (dir.) Des orthographes et leur acquisition pp. 385-403. Lausanne : Delachaux et Niestlé.
Seymour, P. H. K., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, pp. 143-174.
- Shany, M., & Share, D. L. (2011). Subtypes of reading disability in a shallow orthography: A double dissociation between accuracy-disabled and rate-disabled readers of Hebrew. Annals of Dyslexia, 61(1), pp. 64- 84.
Share, D. L. (2008). On the Anglo-centrism of Current Reading Research and Practice: The Perils of Overreliance on “Outlier Orthography”. Psychological Bulletin, 134, p.58.
Sheng, H.J., (2000). Cognitive model for teaching reading comprehension. English Teaching Forum, 38 (4), pp. 12-15.
Siegel, L. S. (1993). The cognitive basis of dyslexia. In: R. Pasnak & M. L. Howe (eds.), Emerging themes in cognitive development. Competences pp. 33-52. New York: Springer Verlag.
Siok, W.T. & Fletcher, P. (2001) The Role of Phonological Awareness and Visual-Orthographic Skills in Chinese Reading Acquisition. Developmental Psychology, 37, pp. 886-899.
Snowling, M. J. (2000). Dyslexia (2nd ed). Oxford: Blackwell Publishers
Sprenger-Charolles, L. & Colé, P. (2003). Lecture et Dyslexie : Approches cognitives. Paris: Dunod.
Stanovich, K. E. (1998). Refining the phonological core deficit model. Child Psychology and Psychiatry Review, 3, pp. 17-21.
- Taha, H. Y. (2013). Reading and spelling in Arabic: Linguistic and orthographic complexity. Theory and Practice in Language Studies, 3, pp. 721-727.
Torgesen, J. K, Wagner, R. K., & Rashotte, C. A. (1994). Longitudinal studies of phonological processing and reading. Journal of Learning Disabilities, 27, pp. 276–286.
Velan, H., & Frost, R. (2011). Words with and without internal structure: What determines the nature of orthographic processing? .Cognition, 118, pp. 141-156.
Verhoeven, L., Reitsma, P., & Siegel, L. S. (2011). Cognitive and linguistic factors in reading acquisition. Reading and writing, 24(4), pp. 387–394.
Wimmer, H. (1993). Characteristics of developmental dyslexia in a regular writing system. Applied Psycholinguistics, 14, pp. 1-33.
Wimmer, H., & Goswami, U. (1994). The influence of orthographic consistency on reading development: word recognition in English and German children. Cognition 51, pp. 91–103.
Wolf, M. (1991). Naming speed and reading: The contribution of the cognitive neurosciences. Reading Research Quarterly, 26, pp. 123- 141.
Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, pp. 3-29.
Ziegler, J., Pech-Georgel, C., Dufau,S., & Grainger, J. (2010). Rapid processing of letters, digits and symbols: what purely visual-attentional deficit in developmental dyslexia? Developmental Science, 13 (4), pp. 8-14.