Low vocabulary size and poor reading skills among native Arabic speakers learning EFL is a featur... more Low vocabulary size and poor reading skills among native Arabic speakers learning EFL is a feature of the literature on second language acquisition (e.g., Alsaif 2011). Milton and Riordan (2006) suggest that the structure of the lexicon itself among these learners may be a contributory factor to their poor reading skills. They note that these learners often appear to recognise more English words by sound than by writing and speculate that learners may be tied to a phonological route to comprehension in reading. Phonological decoding of text will slow down reading speed and inhibit comprehension. This paper investigates this idea and tests 30 Arabic speaking learners using parallel vocabulary size tests in English which allow separate estimates of phonological and orthographic vocabulary size to be made. These results are then compared with sub-scores in the IELTS test. Generally, (e.g., Milton, Wade and Hopkins 2010) orthographic vocabulary size best predicts IELTS sub-scores in rea...
Low vocabulary size and poor reading skills among native Arabic speakers learning EFL is a featur... more Low vocabulary size and poor reading skills among native Arabic speakers learning EFL is a feature of the literature on second language acquisition (e.g., Alsaif 2011). Milton and Riordan (2006) suggest that the structure of the lexicon itself among these learners may be a contributory factor to their poor reading skills. They note that these learners often appear to recognise more English words by sound than by writing and speculate that learners may be tied to a phonological route to comprehension in reading. Phonological decoding of text will slow down reading speed and inhibit comprehension. This paper investigates this idea and tests 30 Arabic speaking learners using parallel vocabulary size tests in English which allow separate estimates of phonological and orthographic vocabulary size to be made. These results are then compared with sub-scores in the IELTS test. Generally, (e.g., Milton, Wade and Hopkins 2010) orthographic vocabulary size best predicts IELTS sub-scores in reading and writing, and the overall IELTS scores. The results from this study, however, show that it is the phonological knowledge which links to performance on IELTS lending support to the idea that these learners are tied to phonological decoding.
Low vocabulary size and poor reading skills among native Arabic speakers learning EFL is a featur... more Low vocabulary size and poor reading skills among native Arabic speakers learning EFL is a feature of the literature on second language acquisition (e.g., Alsaif 2011). Milton and Riordan (2006) suggest that the structure of the lexicon itself among these learners may be a contributory factor to their poor reading skills. They note that these learners often appear to recognise more English words by sound than by writing and speculate that learners may be tied to a phonological route to comprehension in reading. Phonological decoding of text will slow down reading speed and inhibit comprehension. This paper investigates this idea and tests 30 Arabic speaking learners using parallel vocabulary size tests in English which allow separate estimates of phonological and orthographic vocabulary size to be made. These results are then compared with sub-scores in the IELTS test. Generally, (e.g., Milton, Wade and Hopkins 2010) orthographic vocabulary size best predicts IELTS sub-scores in reading and writing, and the overall IELTS scores. The results from this study, however, show that it is the phonological knowledge which links to performance on IELTS lending support to the idea that these learners are tied to phonological decoding.
Low vocabulary size and poor reading skills among native Arabic speakers learning EFL is a featur... more Low vocabulary size and poor reading skills among native Arabic speakers learning EFL is a feature of the literature on second language acquisition (e.g., Alsaif 2011). Milton and Riordan (2006) suggest that the structure of the lexicon itself among these learners may be a contributory factor to their poor reading skills. They note that these learners often appear to recognise more English words by sound than by writing and speculate that learners may be tied to a phonological route to comprehension in reading. Phonological decoding of text will slow down reading speed and inhibit comprehension. This paper investigates this idea and tests 30 Arabic speaking learners using parallel vocabulary size tests in English which allow separate estimates of phonological and orthographic vocabulary size to be made. These results are then compared with sub-scores in the IELTS test. Generally, (e.g., Milton, Wade and Hopkins 2010) orthographic vocabulary size best predicts IELTS sub-scores in rea...
Low vocabulary size and poor reading skills among native Arabic speakers learning EFL is a featur... more Low vocabulary size and poor reading skills among native Arabic speakers learning EFL is a feature of the literature on second language acquisition (e.g., Alsaif 2011). Milton and Riordan (2006) suggest that the structure of the lexicon itself among these learners may be a contributory factor to their poor reading skills. They note that these learners often appear to recognise more English words by sound than by writing and speculate that learners may be tied to a phonological route to comprehension in reading. Phonological decoding of text will slow down reading speed and inhibit comprehension. This paper investigates this idea and tests 30 Arabic speaking learners using parallel vocabulary size tests in English which allow separate estimates of phonological and orthographic vocabulary size to be made. These results are then compared with sub-scores in the IELTS test. Generally, (e.g., Milton, Wade and Hopkins 2010) orthographic vocabulary size best predicts IELTS sub-scores in reading and writing, and the overall IELTS scores. The results from this study, however, show that it is the phonological knowledge which links to performance on IELTS lending support to the idea that these learners are tied to phonological decoding.
Low vocabulary size and poor reading skills among native Arabic speakers learning EFL is a featur... more Low vocabulary size and poor reading skills among native Arabic speakers learning EFL is a feature of the literature on second language acquisition (e.g., Alsaif 2011). Milton and Riordan (2006) suggest that the structure of the lexicon itself among these learners may be a contributory factor to their poor reading skills. They note that these learners often appear to recognise more English words by sound than by writing and speculate that learners may be tied to a phonological route to comprehension in reading. Phonological decoding of text will slow down reading speed and inhibit comprehension. This paper investigates this idea and tests 30 Arabic speaking learners using parallel vocabulary size tests in English which allow separate estimates of phonological and orthographic vocabulary size to be made. These results are then compared with sub-scores in the IELTS test. Generally, (e.g., Milton, Wade and Hopkins 2010) orthographic vocabulary size best predicts IELTS sub-scores in reading and writing, and the overall IELTS scores. The results from this study, however, show that it is the phonological knowledge which links to performance on IELTS lending support to the idea that these learners are tied to phonological decoding.
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Papers by Khaled Alhazmi