شبكة المعلومات العربية التربوية

This study aimed to examine the contribution of verbal working memory and phonological awareness as predictors of reading performance, word recognition and reading comprehension among Arabicspeaking children normal readers (n = 20) and dyslexics (n = 36) in the 4th and 5th primary school grades. Our results replicate those reported in the literature in other languages, showing significant differences between dyslexics and normal readers in reading comprehension, phonological awareness and verbal working memory, which also found significantly associated factors with word reading and reading comprehension. These results are discussed in light of the relations between the development of oral language skills (phonological awareness), working memory and learning to read. (Published Abstract)