الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 114
اﻟﺴﯿﺪ اﻟﺸﺒﺮاوي ﺣﺴﺎﻧﯿﻦ.د
أﺳﺘﺎذ ﻣﺸﺎرك ﺑﻘﺴﻢ اﻟﻌﻠﻮم اﻟﻨﻔﺴﯿﺔ – ﻛﻠﯿﺔ اﻟﺘﺮﺑﯿﺔ – ﺟﺎﻣﻌﺔ ﻗﻄﺮ
ehassanein@qu.edu.qa
ORCID
0000-0003-4977-5168
SCOPUS
276589744331.429
(1) Hassanein, E.E.A., Johnson, E. S., Alshaboul, Y.; & Ibrahim, S. (2023). What predicts word
reading in Arabic? Frontiers Psychology, 14, https://doi.org/10.3389/fpsyg.2023.1077643
Efficient and accurate word reading ability is critical for later reading success. As such, it is
important to understand the component skills that underlie strong word reading ability. Although a
growing research base points to the importance of phonological processing, morphological
processing and orthographic processing for accurate and fluent word reading in Arabic, there are
few studies that examine all three areas at one time to better understand their role in word reading.
Additionally, it remains unclear whether the contribution of the various processes might differ
across the early years when children are learning to read. 1,098 pupils in grades 1–3 participated in
this study and took tests for phonological processing, morphological processing, orthographic
processing, and word reading accuracy and fluency. According to the findings of regression
analyses, the relative contribution of these underlying processes differed according to the method
used to test word reading and the student’s grade level. Regarding accuracy, several subscales of
phonological processing and two measures of orthographic processing accounted for significant
differences in word reading accuracy for first graders. For second grade students, nonword
repetition, elision, and all three measures of orthographic processing accounted for variance. In
third grade, elision and memory for digits, word creation and morpheme identification, and
letter/sound identification and orthographic fluency were significant predictors of word reading
accuracy. In terms of fluency, two subscales of phonological processing, two measures of
orthographic processing, and two measures of morphological processing explained significant
differences in word reading fluency for first graders. For second grade students, nonword repetition,
elision, RAN-digits, isolation, segmenting and all the measures of orthographic processing and
word creation explained unique variance in word reading fluency. In third grade, elision, RANletters, RAN-digits and phoneme isolation, all measures of orthographic processing and
morphological processing, explained variance in word reading fluency. Implications and future
directions in research are discussed.
(2) Morsi, I. and Hassanein, E.E.A. (2023). The degree of achieving phonemic awareness skills
in the Arabic language curriculum for the first three grades in the State of Qatar. Dirasat:
Educational Sciences, 50(2 -S1), 615–627. https://doi.org/10.35516/edu.v50i2 -S1.1461.
The current study aims to investigate the degree of achievement of phonemic awareness skills in
the Arabic language curriculum for the first three grades in the State of Qatar. The study seeks to
ensure that this content is presented sufficiently, appropriately, and organized in terms of quantity
and quality.
To achieve the study's goal, the descriptive analytical method was employed. A content analysis
form was developed to measure phonemic awareness skills, which were distributed across the
curricula of the three grades. The analysis revealed that certain phonemic awareness skills were
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