Invented Spelling in Arabic: What Do United Arab Emirates (U.A.E.) Sixth Grade Students Know about Arabic Spelling

Persistent Link:
http://hdl.handle.net/10150/195470
Title:
Invented Spelling in Arabic: What Do United Arab Emirates (U.A.E.) Sixth Grade Students Know about Arabic Spelling
Author:
Aljelajel Almazroui, Karima Matar
Issue Date:
2006
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study explores invented spelling in Arabic. Since spelling in the United Arab Emirates (UAE) is taught through dictation and composition, this study explores and compares spelling inventions that occur in students' writing in each context. Samples of dictation and composition were collected from three sixth grade classrooms taught by UAE teachers. In addition, this study aimed to investigate what sixth grade students in the (UAE) know about Arabic spelling. A number of features were examined to explore the participants' knowledge and use of certain Arabic spelling rules. Spelling inventions were categorized into three linguistic levels for analysis: 1) phonological level, 2) grammatical level, and 3) orthographic level to answer three of the research question. The findings of student's spelling inventions in their compositions were compared to those found in dictation. Interviews were also conducted to supplement written samples, and to study what sixth grade students report that they do when Arabic standard spelling in unknown. In practice, this study will serve Arabic teachers in the Arabic world as a resource in teaching, evaluating, and understanding invented spelling. Students' invented spellings must be seen as opportunities to contribute actively to their own learning. By combining an understanding of invented spelling with formal spelling instruction, teachers will develop more effective spelling instructions. Findings included: sixth grade students' spelling inventions that occurred in dictations reflected the phonological level primarily; writing compositions drew students' attention to meaning making rather than writing every word accurately; students wrote spontaneously and used their knowledge of information, poems, Koran and Hadith in their compositions. When standard spelling in unknown, students reported that they have many strategies to overcome spelling difficulties such as sounding out, asking for help, visualization, etc. However, they do not advise other students who have spelling difficulties to use the same techniques they use in the same order.
Type:
text; Electronic Dissertation
Keywords:
Invented Spelling; writing development; Arabic Spelling; Invented spelling in Arabic
Degree Name:
PhD
Degree Level:
doctoral
Degree Program:
Language, Reading & Culture; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Goodman, Yetta M.
Committee Chair:
Goodman, Yetta M.

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleInvented Spelling in Arabic: What Do United Arab Emirates (U.A.E.) Sixth Grade Students Know about Arabic Spellingen_US
dc.creatorAljelajel Almazroui, Karima Mataren_US
dc.contributor.authorAljelajel Almazroui, Karima Mataren_US
dc.date.issued2006en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study explores invented spelling in Arabic. Since spelling in the United Arab Emirates (UAE) is taught through dictation and composition, this study explores and compares spelling inventions that occur in students' writing in each context. Samples of dictation and composition were collected from three sixth grade classrooms taught by UAE teachers. In addition, this study aimed to investigate what sixth grade students in the (UAE) know about Arabic spelling. A number of features were examined to explore the participants' knowledge and use of certain Arabic spelling rules. Spelling inventions were categorized into three linguistic levels for analysis: 1) phonological level, 2) grammatical level, and 3) orthographic level to answer three of the research question. The findings of student's spelling inventions in their compositions were compared to those found in dictation. Interviews were also conducted to supplement written samples, and to study what sixth grade students report that they do when Arabic standard spelling in unknown. In practice, this study will serve Arabic teachers in the Arabic world as a resource in teaching, evaluating, and understanding invented spelling. Students' invented spellings must be seen as opportunities to contribute actively to their own learning. By combining an understanding of invented spelling with formal spelling instruction, teachers will develop more effective spelling instructions. Findings included: sixth grade students' spelling inventions that occurred in dictations reflected the phonological level primarily; writing compositions drew students' attention to meaning making rather than writing every word accurately; students wrote spontaneously and used their knowledge of information, poems, Koran and Hadith in their compositions. When standard spelling in unknown, students reported that they have many strategies to overcome spelling difficulties such as sounding out, asking for help, visualization, etc. However, they do not advise other students who have spelling difficulties to use the same techniques they use in the same order.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectInvented Spellingen_US
dc.subjectwriting developmenten_US
dc.subjectArabic Spellingen_US
dc.subjectInvented spelling in Arabicen_US
thesis.degree.namePhDen_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineLanguage, Reading & Cultureen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorGoodman, Yetta M.en_US
dc.contributor.chairGoodman, Yetta M.en_US
dc.contributor.committeememberShort, Kathyen_US
dc.contributor.committeememberGamal, Adelen_US
dc.identifier.proquest1551en_US
dc.identifier.oclc137356442en_US
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