Abstract
This cross-sectional study investigated contributions of phonological awareness (Elision and blending), rapid naming (object, color, letter, and digit), and phonological memory (nonword repetition and Digit Span) to basic decoding and fluency skills in Arabic. Participants were 237 Arabic speaking children from Grades K-3. Dependent measures included word decoding, oral passage reading fluency, nonword reading fluency, and retell fluency. Within-grade analyses indicated that phonological awareness accounted for more variance than rapid naming regardless of the nature of the outcome measure and grade. Rapid naming's capacity to predict variance, while less than that of phonological awareness, tended to rise steadily and was highest in Grade 3. Phonological memory, as measured by this study's tasks, showed almost no relationship to reading performance. The findings are discussed with respect to changing the requirements of Arabic reading in Grades K-3 and suggestions are made for future research.