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Title: Phonological awareness and reading in monolingual and bilingual Kuwaiti children
Author: Al-Sulaihim, Nailah
ISNI:       0000 0004 5353 8461
Awarding Body: University of Reading
Current Institution: University of Reading
Date of Award: 2014
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A 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 in monolingual children. It is unclear how this relationship presents in bilingual Arabic speaking children. The aim of the current study was to address the relationship between PA and literacy skills in monolingual Arabic-speaking and bilingual Arabic-English speaking Kuwaiti children who read in the Modern Standard Arabic (MSA) orthography. A cross-sectional and longitudinal design was used. Participants were four groups of children (monolingual kindergarten, bilingual kindergarten, monolingual first grade, and bilingual first grade). Data were collected for the kindergarten groups once during the school year, and twice for the first grade groups. 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. Between group comparisons show bilingual children have significantly higher scores on most PA skills in Arabic. A cross-linguistic relationship was found for the bilingual children whereby PA abilities in Arabic were correlated with reading in English. Results also indicated a general improvement in PA skills for both monolinguals and bilinguals once literacy training had been introduced, as well as a clear bilingual advantage for reading post literacy training. It is argued that there is need for further research into this area, as well as a need for standardized tests in the Arabic language.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available