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Word reading in English and Arabic in children who are Syrian refugees

Published online by Cambridge University Press:  11 August 2020

Alexandra Gottardo Open the ORCID record for Alexandra Gottardo [Opens in a new window] ,
Norah Amin ,
Asma Amin ,
Redab Al-Janaideh Open the ORCID record for Redab Al-Janaideh [Opens in a new window] ,
Xi Chen  and
Johanne Paradis Open the ORCID record for Johanne Paradis [Opens in a new window]
Alexandra Gottardo*
Affiliation:
Wilfrid Laurier University
Norah Amin
Affiliation:
Wilfrid Laurier University
Asma Amin
Affiliation:
Wilfrid Laurier University
Redab Al-Janaideh
Affiliation:
Ontario Institute for Studies in Education, University of Toronto
Xi Chen
Affiliation:
Ontario Institute for Studies in Education, University of Toronto
Johanne Paradis
Affiliation:
University of Alberta
*
*Corresponding author. Alexandra Gottardo, Psychology Department, Wilfrid Laurier University, 75 University Avenue West, Waterloo, Ontario, Canada, N2L 3C5. Email: agottardo@wlu.ca
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Abstract

Word reading is a fundamental skill in reading and one of the building blocks of reading comprehension. Theories have posited that for second language (L2) learners, word reading skills are related if the children have sufficient experience in the L2 and are literate in the first language (L1). The L1 and L2 reading, phonological awareness skills, and morphological awareness skills of Syrian refugee children who speak Arabic and English were measured. These children were recent immigrants with limited L2 skills and varying levels of L1 education that was often not commensurate with their ages. Within- and across-language skills were examined in 96 children, ages 6 to 13 years. Results showed that phonological awareness and morphological awareness were strong within-language variables related to reading. Additionally, Arabic phonological awareness and morphological processing were strongly related to English word reading. Commonality analyses for variables within constructs (e.g., phonological awareness, morphological awareness) but across languages (Arabic and English) in relation to English word reading showed that in addition to unique variance contributed by the variables, there was a high degree of overlapping variance.

Keywords

literacySyrian refugeesphonological awarenessmorphological awareness
Type
Original Article
Information
Applied Psycholinguistics , Volume 41 , Special Issue 6: The Language, Literacy and Social Integration of Refugee Children and Youth , November 2020 , pp. 1305 - 1328
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Copyright
© The Author(s), 2020. Published by Cambridge University Press

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