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Using a longitudinal design, first-grade children were assessed twice during the school year with PA tasks at syllable, rhyme, and phoneme levels, plus single-word reading and letter-knowledge tasks (letter-sound recognition). Results show improved PA after literacy training, highlighting the need for further research and standardized Arabic tests.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/literacy-and-phonological-awareness-in-arabic-vol-2-no-1-abstract-introduction-and-study-results/591621/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/literacy-and-phonological-awareness-in-arabic-vol-2-no-1-abstract-introduction-and-study-results/591621.png","ImageObject",300,407,{"name":92,"@type":93},"supergirl","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the study’s main aim regarding Arabic literacy and phonological awareness?","Question",{"text":112,"@type":113},"It investigated the relationship between phonological awareness and literacy skills in Arabic-speaking Kuwaiti children reading in Modern Standard Arabic (MSA) orthography.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were participants assessed in the longitudinal design?",{"text":117,"@type":113},"Children were tested twice during the school year using PA tasks at syllable, rhyme, and phoneme levels, a single-word reading task, and a letter-knowledge task based on letter-sound recognition.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the longitudinal results indicate about PA after literacy training?",{"text":121,"@type":113},"The results indicated a general improvement in PA skills once literacy training had been introduced.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591621,1792122552,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962088121634,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Literacy and Phonological Awareness in Arabic  \nArab Journal of Applied Linguistics e-ISSN 2490-4198  \nVol. 2, No. 1, January, 2017, 74-90 [http://www.arjals.com](http://www.arjals.com)  \nSpeaking Children  \nAl-Sulaihim, N., Kuwait University  \nMarinis, T., University of Reading  \nAbstract  \nA large body of research to date has focused on the link between phonological awareness (PA), emergent literacy, and reading success. The bulk of research on the relationship between PA and literacy has been conducted on children who speak English and European languages. It is unclear, however, how this relationship presents itself in Arabic speaking children. The aim of the current study was to address the relationship between PA and literacy skills in Arabic-speaking Kuwaiti children who read in the Modern Standard Arabic (MSA) orthography. A longitudinal design was used. Participants were a group of children in the first grade, and data were collected twice during the school year. Children were assessed via PA tasks at the level of syllables, rhymes, and phonemes; as well as via a single word reading task, and a letter knowledge task (letter-sound recognition) . Longitudinal results indicated a general improvement in PA skills once literacy training had been introduced. A need for further research into this area, as well as a need for standardized tests in the Arabic language is suggested.  \nKeywords: Phonological awareness, Arabic literacy development, word reading, letter knowledge  \nIntroduction  \nResearch in the English language has shown that phonological awareness is linked to literacy (Goswami & Bryant, 1990) . In recent years, cross-linguistic studies have also attempted to find evidence of this link in other languages. Monolingual, as well as bilingual children have been the subjects in research studies examining the link between phonological awareness, letter knowledge, and reading acquisition. Fewer studies, however, have focused on this relationship in Arabic speakers. This study has three main objectives. The first is to investigate the development of phonological awareness skills in  \ntypically developing school-age Kuwaiti-Arabic speaking children. In addition to investigating the phonological awareness abilities of Kuwaiti children, the study aims to explore whether the results of the Arabic data are similar to those in other languages such as English. A third objective is to examine whether or not there is a relationship between PA ability and reading by assessing letter knowledge and single word reading in a beginner reading school-age group.  \nPhonological awareness (PA)  \nPhonological awareness (PA) is a metalinguistic skill, which has been defined as the ability to reflect on the phonological properties and structure of words independent of meaning (Hatcher, Hulme, & Ellis, 1994; Stackhouse & Wells, 1997) . Further, it denotes the ability to perceive and manipulate the sounds of spoken words (Goswami & Bryant, 1990) . It includes the awareness of the smallest speech units (sounds), referred to as phonemes, as well as larger units such as syllables and rimes. Phonological awareness skills include, but are not limited to the ability to see similarities between words, such as identifying and generating words that rhyme or share a common onset (initial sound); the ability to manipulate words including blending and segmenting words into their components (phonemes and syllables), as well as the awareness of component parts of words such as phonemes and syllables (Alcock, Ngorosho, Deus, & Jukes, 2010) .  \nPA, letter knowledge, and reading  \nA large body of research to date has focused on the link between phonological awareness, emergent literacy, and reading success (Goswami & Brayant, 1990; Stackhouse & Wells, 1997) . Researchers have argued that alphabetic knowledge (letter-name and letter-sound) and phonological awareness are critical and crucial prerequisites and predictors forchildren’s reading and writing acquisitio","cbCaitb5EQIURaA7","https://ap.wps.com/l/cbCaitb5EQIURaA7","pdf",305245,17,"English","# Abstract\n# Introduction\n# Phonological awareness (PA)\n# PA, letter knowledge, and reading\n## Alphabetic knowledge and reading predictors\n## Letter knowledge and letter-sound recognition\n## Related study on letter-sound acquisition","[{\"question\":\"What was the study’s main aim regarding Arabic literacy and phonological awareness?\",\"answer\":\"It investigated the relationship between phonological awareness and literacy skills in Arabic-speaking Kuwaiti children reading in Modern Standard Arabic (MSA) orthography.\"},{\"question\":\"How were participants assessed in the longitudinal design?\",\"answer\":\"Children were tested twice during the school year using PA tasks at syllable, rhyme, and phoneme levels, a single-word reading task, and a letter-knowledge task based on letter-sound recognition.\"},{\"question\":\"What did the longitudinal results indicate about PA after literacy training?\",\"answer\":\"The results indicated a general improvement in PA skills once literacy training had been introduced.\"}]","Literacy and Phonological Awareness in Arabic - Vol. 2, No. 1 - Abstract, Introduction, and Study Results | PDF",1792072850,43]