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Wolf and Bowers (1999) described a model in which phonological awareness (PA) and naming speed (NS) make independent contributions to reading ability. We tested this model in a sample of 201 Grade 3 Arabic-speaking children in Dubai, United Arab Emirates. Measures of general cognitive ability, vocabulary, PA, NS, word reading, and reading comprehension were administered. Regression analyses indicated that PA and NS were significant and unique predictors of every reading outcome, after controlling the effects of age, gender, cognitive ability, and vocabulary, with PA being the more powerful factor. Results are interpreted in terms of key features of Arabic language and orthography and the reading level of the sample. Implications for assessment and instruction are discussed.
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Tibi et al. (2017) studied this question.
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