• Login
    • Submit
    View Item 
    •   Repository Home
    • UT Electronic Theses and Dissertations
    • UT Electronic Theses and Dissertations
    • View Item
    • Repository Home
    • UT Electronic Theses and Dissertations
    • UT Electronic Theses and Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Teaching vocabulary and letter knowledge in Arabic early literacy programs : what works?

    Icon
    View/Open
    ZAYAN-THESIS-2015.pdf (1.117Mb)
    Date
    2015-08
    Author
    Zayan, Shaimaa Mohamedhamed
    0000-0002-5637-7232
    Share
     Facebook
     Twitter
     LinkedIn
    Metadata
    Show full item record
    Abstract
    This exploratory study compares the efficiency of two Arabic early literacy curricula that vary in the order they introduce letters and the level of emphasis placed on fostering vocabulary and comprehension skills. School-1 introduces letters in an innovative order, teaches vocabulary in context, and fosters listening comprehension while School-2 introduces letters earlier but in their alphabetic order and often introduces vocabulary in lists. The reading programs were implemented in two schools teaching Arabic as a second language in a southwestern state. Twenty-seven 1st grade students were assessed individually for 15-20 minutes at the beginning of the academic year 2014-2015 and again in mid-spring. Measures included letter naming, syllable reading, word reading, rapid naming of unique letters, rapid naming of confusing letters, listening comprehension, first-sound isolation phonological awareness, and odd-word identification phonological awareness subtasks. In addition to the assessment, two classroom observations were conducted in each school. Results showed that School-1's students scored significantly higher than School-2's students on the comprehension subtest without compromising the coding-related skills. Students in School-1 also had a lower level of letters confusability. In addition, only students in School-1 improved significantly in the first-letter isolating task. Finally, error analysis of the letter naming and first-letter isolation task showed different patterns in each school. Results are discussed in the context of the observed differences in the two schools' Arabic instruction.
    Department
    Special Education
    Description
    text
    Subject
    Arabic
    Early literacy
    Letter knowledge
    Confusion
    Vocabulary
    Comprehension
    Arabic as a foreign language
    Curricula
    URI
    http://hdl.handle.net/2152/32143
    Collections
    • UT Electronic Theses and Dissertations
    University of Texas at Austin Libraries
    • facebook
    • twitter
    • instagram
    • youtube
    • CONTACT US
    • MAPS & DIRECTIONS
    • JOB OPPORTUNITIES
    • UT Austin Home
    • Emergency Information
    • Site Policies
    • Web Accessibility Policy
    • Web Privacy Policy
    • Adobe Reader
    Subscribe to our NewsletterGive to the Libraries

    © The University of Texas at Austin

    Browse

    Entire RepositoryCommunities & CollectionsDate IssuedAuthorsTitlesSubjectsDepartmentThis CollectionDate IssuedAuthorsTitlesSubjectsDepartment

    My Account

    Login

    Information

    AboutContactPoliciesGetting StartedGlossaryHelpFAQs

    Statistics

    View Usage Statistics
    University of Texas at Austin Libraries
    • facebook
    • twitter
    • instagram
    • youtube
    • CONTACT US
    • MAPS & DIRECTIONS
    • JOB OPPORTUNITIES
    • UT Austin Home
    • Emergency Information
    • Site Policies
    • Web Accessibility Policy
    • Web Privacy Policy
    • Adobe Reader
    Subscribe to our NewsletterGive to the Libraries

    © The University of Texas at Austin