بعض العوامل الفونولوجية والمعرفية المنبئة بالأداء في قراءة الكلمات : دراسة مقارنة بين تلاميذ عاديين ومعسورين في القراءة
This study examined the role of phonological and cognitive abilities, phonological awareness, rapid naming and short-term memory in the prediction of word reading performance. A total of 210 Arabic speaking children from grades 2, 3, 4 and 5 took part in this study, and were divided into two groups of readers: typical readers and a group with dyslexia. Results showed impaired phonological and cognitive in the developmental dyslexia group compared to their peers. Phonological and cognitive abilities contribute significantly to reading ability in all. (Published abstract)