The present longitudinal study aimed to explore the connections between different linguistic profiles at kindergarten and reading achievements at first grade. These profiles are based on the two-dimensional model (Bishop & Snowling, 2004), which associates reading skills with phonological and other language abilities. This model was examined mainly in Indo-European languages but scarcely in Arabic. Arabic-speaking children were assigned to four linguistic profiles in kindergartens: low language (LL; N = 111), low phonology (LPh; N = 120), low language and low phonology (LLLPh; N = 139), and typical language and typical phonology (TLTPh; N = 135). Multivariate analysis was used to compare their reading achievements at first grade, and the overlap between linguistic and reading profiles was estimated. The results revealed significant differences between the different linguistic profiles in all reading measures. LLLPh group gained lower scores in reading tasks compared to the other groups. Significant relationships have been found between linguistic and reading profiles indicating reading difficulties among 14.5% of the children from TLTPh, 63% of LLLPh, 35% of LL, and 35.6% of LPh. The findings support the relationship between low linguistic skills and reading difficulties and emphasize the potential roles of both phonological and language skills for reading.

本纵向研究旨在探索幼儿园不同语言概况与一年级阅读成绩之间的联系。这些配置文件基于二维模型 (Bishop & Snowling, 2004)，该模型将阅读技能与语音和其他语言能力联系起来。这个模型主要在印欧语系中被检验过，但在阿拉伯语中几乎没有被检验过。讲阿拉伯语的儿童在幼儿园被分配到四种语言特征：低语言（L L；N = 111）、低音位（L Ph；N = 120）、低语言和低音位（L L L Ph；N = 139） , 以及典型的语言和典型的音系 (T L T Ph; N = 135）。多变量分析用于比较他们一年级的阅读成绩，并估计语言和阅读概况之间的重叠。结果显示，在所有阅读测量中，不同语言概况之间存在显着差异。与其他组相比，L L L Ph组在阅读任务中的得分较低。语言和阅读概况之间存在显着关系，表明 14.5% 的 T L T Ph儿童、63% 的 L L L Ph儿童、35% 的 L L 儿童和 35.6% 的 L Ph儿童存在阅读困难. 研究结果支持低语言技能与阅读困难之间的关系，并强调了语音和语言技能对阅读的潜在作用。