Early Oral Language and Cognitive Predictors of Emergent Literacy Skills in Arabic-Speaking Children: Evidence From Saudi Children With Developmental Language Disorder.
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| Title: | Early Oral Language and Cognitive Predictors of Emergent Literacy Skills in Arabic-Speaking Children: Evidence From Saudi Children With Developmental Language Disorder. |
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| Authors: | Alsiddiqi, Zakiyah A.1 zalsiddiqi@ksu.edu.sa, Stojanovik, Vesna2, Pagnamenta, Emma2 |
| Source: | Journal of Speech, Language & Hearing Research. Mar2025 Supplement, Vol. 68 Issue 3S, p1505-1520. 16p. |
| Subject Terms: | *Language disorders, *Research methodology, *Literacy, *Vocabulary, *Language acquisition, *Cognition, Short-term memory in children, Saudi Arabians, Descriptive statistics, Child development deviations, Inferential statistics, Data analysis software |
| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 184480683 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Early Oral Language and Cognitive Predictors of Emergent Literacy Skills in Arabic-Speaking Children: Evidence From Saudi Children With Developmental Language Disorder. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Alsiddiqi%2C+Zakiyah+A%2E%22">Alsiddiqi, Zakiyah A.</searchLink><relatesTo>1</relatesTo><i> zalsiddiqi@ksu.edu.sa</i><br /><searchLink fieldCode="AR" term="%22Stojanovik%2C+Vesna%22">Stojanovik, Vesna</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Pagnamenta%2C+Emma%22">Pagnamenta, Emma</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Speech%2C+Language+%26+Hearing+Research%22">Journal of Speech, Language & Hearing Research</searchLink>. Mar2025 Supplement, Vol. 68 Issue 3S, p1505-1520. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Language+disorders%22">Language disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognition%22">Cognition</searchLink><br /><searchLink fieldCode="DE" term="%22Short-term+memory+in+children%22">Short-term memory in children</searchLink><br /><searchLink fieldCode="DE" term="%22Saudi+Arabians%22">Saudi Arabians</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Child+development+deviations%22">Child development deviations</searchLink><br /><searchLink fieldCode="DE" term="%22Inferential+statistics%22">Inferential statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1044/2024_JSLHR-23-00643 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 1505 Subjects: – SubjectFull: Language disorders Type: general – SubjectFull: Research methodology Type: general – SubjectFull: Literacy Type: general – SubjectFull: Vocabulary Type: general – SubjectFull: Language acquisition Type: general – SubjectFull: Cognition Type: general – SubjectFull: Short-term memory in children Type: general – SubjectFull: Saudi Arabians Type: general – SubjectFull: Descriptive statistics Type: general – SubjectFull: Child development deviations Type: general – SubjectFull: Inferential statistics Type: general – SubjectFull: Data analysis software Type: general Titles: – TitleFull: Early Oral Language and Cognitive Predictors of Emergent Literacy Skills in Arabic-Speaking Children: Evidence From Saudi Children With Developmental Language Disorder. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Alsiddiqi, Zakiyah A. – PersonEntity: Name: NameFull: Stojanovik, Vesna – PersonEntity: Name: NameFull: Pagnamenta, Emma IsPartOfRelationships: – BibEntity: Dates: – D: 02 M: 03 Text: Mar2025 Supplement Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10924388 Numbering: – Type: volume Value: 68 – Type: issue Value: 3S Titles: – TitleFull: Journal of Speech, Language & Hearing Research Type: main |
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