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be a deep orthography if the script is unvowelized (Abu-Rabia, 2000; Abu-Rabia & Siegel, 2003; Abu-Rabia & Taha, 2006; Mahfoudhi et al., 2011; Mohamed, Elbert, & Landerl, 2011). Skilled readers are used to deducing unviable short vowels; however, beginning readers are presented to vowelized scripts as they are still developing their literacy (Abu-Rabia & Taha, 2006; Hussien, 2014; Mahfoudhi et al., 2011; Taibah & Haynes, 2011). The current study investigated the influence of vowelized and unvowelized types.
It is well-known that reading acquisition is a developmental process that requires be teaching and improving throughout school grades in simultaneous, gradual, and continuous way. This process depends on many factors among them the nature of the orthography and teaching methods. Most the art of reading principles and propositions are established from Latin orthographies research, mostly from English studies while little is to known about Semitic orthographies (e.g. Hebrew and Arabic). When comparing the existent reading literature, Hebrew studies outnumber Arabic studies; in fact, the majority of Arabic studies are done in Hebrew country (Israel) by Arab Israeli. In the Israeli educational system, children are introduced with unvowelized scripts in third grade (Sharon,) while in most Arab countries; vowelized scripts are introduced to children in primary schools. Partially vowelized and unvowelized texts are subject to introduce in elementary and secondary school. It is the 7th grade in Saudi educational system the context of the study. Therefore, the decision of whether to introduce unvowelized textbooks or not and what is the suitable educational stage, is an important issue that needs to be a research-based decision.
Therefore, this study will investigate whether Saudi 4th graders are ready for introduction with unvowelized scripts or not by testing their reading ability (accuracy and speed) to a list of unvowelized words which they already exposed to from
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