Visual processing skill barriers in students with Arabic as a first language

Jennifer Susan Ball, Muna Kashoob

Abstract


Many teachers in the Gulf would agree that students whose first language (L1) is Arabic struggle more with reading and writing than with listening and speaking.  One little considered possible influence on this is the particular visual processing requirements of English.  This article suggests why visual processing or visual cognition might be a particular difficulty for Arabic L1 students reading English.  It offers a simple classroom checklist that may assist teachers to notice if visual processing strain could be affecting a student's attention, motivation and performance.


Keywords


Reading; Visual Cognition

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DOI: http://dx.doi.org/10.18538/lthe.v13.n2.252