Difference between Arabic primary school pupils with and without phonological errors on literacy skills : an upper Egypt sample study

Abstract EN

Reading and writing are complex tasks.

Children who have adequate phonological skills at the time they start to read and write may be less likely to demonstrate difficulty acquiring literacy skills.

Theoretical support exists for the finding that many children with expressive phonological impairment experience problems in literacy skills, (specially reading and spelling), however, the exact mechanisms underlying this deficit remain controversial.

The aim of the study is to determine the link between literacy skills (especially reading and spelling) and phonological development in a sample of Arabic Iry school pupils.

In this study, 380 pupils are tested using Intelligence scale, Arabic articulation and reading tests.

Analysis of data showed that isolated phonological error may had no impact on phonological awareness and literacy skills rather than multiple phonological errors which affect phonological representation and awareness and so have a more impact on literacy skills.