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

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    Author
    Aljelajel Almazroui, Karima Matar
    Issue Date
    2006
    Keywords
    Invented Spelling
    writing development
    Arabic Spelling
    Invented spelling in Arabic
    Advisor
    Goodman, Yetta M.
    Committee Chair
    Goodman, Yetta M.
    
    Metadata
    Show full item record
    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
    Degree Name
    PhD
    Degree Level
    doctoral
    Degree Program
    Language, Reading & Culture
    Graduate College
    Degree Grantor
    University of Arizona
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    Dissertations

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