The distinctive features of the Arabic language and orthography offer opportunities to investigate multiple word characteristics at the item level. The aim of this paper was to model differences in word reading at the item level among 3rd grade native Arabic-speaking children (n = 303) using cross-classified generalized random-effects (CCGRE) analysis. The participants read 80 vowelized words that varied in multiple elements that may contribute to their decodability: number of letters, number of syllables, number of morphemes, ligaturing (connectivity), semantics (concrete vs. abstract), orthographic frequency, root type frequency, and part of speech. Morphological awareness (MA) was included as a person-level predictor. Results of individual models showed that MA, number of letters, number of syllables, number of morphemes, number of ligatures, orthographic frequency, and part of speech were significantly related to the probability of a correct response. However, when all predictors were entered simultaneously, only MA and number of morphemes remained significant. These results underscore the important role of morphology in the lexical structure of Arabic words and in Arabic word reading. Discussion focuses on the role of morphology in Arabic reading and the implications for intervention to improve word recognition in children learning to read Arabic.

阿拉伯语言和拼字法的独特功能提供了在项目级别研究多个单词特征的机会。本文旨在模拟3年级母语为阿拉伯语的儿童（n = 303），使用交叉分类的广义随机效应（CCGRE）分析。参与者阅读了80个元音词，这些词在多种元素上可能会有所不同，这可能会影响其可解码性：字母数量，音节数量，语素数量，连字（连接性），语义（具体与抽象），正字法频率，词根类型频率，和词性。形态意识（MA）被包括为个人水平的预测因子。各个模型的结果表明，MA，字母数量，音节数量，语素数量，连字数量，正字频率和词性与正确答案的概率显着相关。但是，当同时输入所有预测变量时，仅MA和词素数量仍然很重要。这些结果强调了形态学在阿拉伯单词的词汇结构和阿拉伯单词阅读中的重要作用。讨论的重点是形态在阿拉伯语阅读中的作用，以及干预措施对提高学习阿拉伯语的儿童的单词识别能力的影响。