أثر علامات التشكيل على التسمية السريعة لدى ذوي صعوبات القراءة و العاديين في الصف الرابع الأساسي بسلطنة عمان

Abstract EN

The study investigated the effect of diacritics on rapid naming of students with and without reading disabilities.

The study used the descriptive method and administered the following instruments: sub-tests of the Comprehensive Test of Phonological Processing (CTOPP), Alphabet Rapid Naming Tests (Letters, Single Words, and Words in Text).

The instruments were administered to 200 fourth grade students with and without reading disabilities in Muscat.

The results of the study indicated that there are statistically significant differences in all rapid naming tests in favour of students without reading disabilities.

Results also showed that, excluding words in texts, the use of diacritics has no effect on rapid naming at the letter and single word levels of students with reading disabilities.

The results are discussed within the theoretical framework of the double deficits hypothesis of reading disabilities.

The study recommends the use of transparent orthography in reading and writing instructional strategies, and the importance of teaching short vowels (diacritics) to children with reading disabilities because knowledge of short vowels contributed to improving reading performance.