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Using Arabic Word Identification Fluency to Monitor First‐grade Reading Progress
Author(s) -
AbuHamour Bashir
Publication year - 2014
Publication title -
dyslexia
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.694
H-Index - 51
eISSN - 1099-0909
pISSN - 1076-9242
DOI - 10.1002/dys.1472
Subject(s) - fluency , psychology , reading (process) , curriculum based measurement , arabic , reliability (semiconductor) , word identification , dyslexia , word (group theory) , word recognition , cognitive psychology , natural language processing , curriculum , computer science , linguistics , mathematics education , pedagogy , philosophy , power (physics) , curriculum mapping , physics , quantum mechanics , curriculum development
This study examined the applicability, reliability and validity of the Arabic version of the curriculum‐based measurement word identification fluency (CBM WIF) measure in Jordanian students. A sample of 75 first‐grade students, 50 average readers and 25 with reading difficulties, were recruited from two public primary schools. Results indicated that the CBM WIF is a reliable, valid and cost‐effective measure. A 15‐week trial demonstrated the effectiveness of using CBM WIF with the first‐grade students. In addition, CBM WIF was a good predictor of grade point average in the native language. Moreover, students who were struggling with reading scored significantly lower on CBM WIF probes than did average readers. Results suggest that the CBM WIF measures may be useful for evaluating and predicting reading performance in Arabic. Copyright © 2013 John Wiley & Sons, Ltd.