Written Arabic Words Recognition in Light of the Concept of Tamakkun A Comparative Study Between Typical Pupils and Pupils with Reading Difficulties
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Abstract
This paper investigates the recognition of variable and invariable written Arabic words among typically developing pupils and those with reading difficulties, within the framework of the tamakkun concept. The study assumes that significant differences exist between the two groups in recognizing variable versus invariable words. A descriptive method was adopted, using the Fathi Mustafa El-Zayat Diagnostic Battery for Learning Disabilities and a custom-designed word recognition test based on principles from clinical Arabic linguistics. The tools were applied to a sample of 60 pupils, equally divided between typically developing pupils and those with reading difficulties. The results revealed significant differences in favor of typically developing pupils, especially in recognizing variable words. These findings highlight the relevance of the tamakkun concept in understanding the specific challenges faced by pupils with reading difficulties in processing Arabic word forms.
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