The current study examined the effect of the linguistic status of the verbal previewing strategy on the outcomes of reading comprehension tasks among second (N = 25, age 7.08 ± .3), and sixth-grade students (N = 25, age 11.75 ± .25), with typical reading development. The texts for each group were carefully matched and were divided into three conditions of verbal previewing: (a) Standard Arabic previewing (hereafter: StA previewing); (b) spoken Arabic previewing (hereafter: SpA previewing); (c) without previewing. The results showed that for the second-grade readers, SpA previewing had a significant contribution to the reading comprehension outcomes compared to the other conditions of previewing while for the sixth-grade readers; StA previewing had a significant contribution to the outcomes of reading comprehension. The findings were explained according to the assumption that relatively native Arab speaking students develop a progressive change toward activation of StA representations for verbal learning. Such representations become more efficient as a result of the dominant exposure to StA during performing reading and writing tasks.

当前的研究考察了二年级学生（ N  = 25，年龄 7.08 ± .3）和六年级学生（N  = 25，年龄 11.75 ± .3）中口头预习策略的语言状态对阅读理解任务结果的影响。 25），具有典型的阅读发展。每组的课文都经过仔细匹配，分为三种口头预习条件：（a）标准阿拉伯语预习（以下简称：StA预习）；(b) 阿拉伯语口语预习（以下简称：SpA 预习）；(c) 无需预览。结果表明，对于二年级读者来说，与其他预习条件相比，SpA预习对于六年级读者的阅读理解成绩有显着贡献；StA 预习对阅读理解的结果有重大贡献。研究结果是根据这样的假设来解释的：相对母语为阿拉伯语的学生在言语学习中逐渐激活 StA 表征。由于在执行读写任务期间主要接触 StA，这种表示变得更加有效。