The present study examined components of the simple view of reading in relation to reading comprehension in Arabic. The participants included 80 Arabic-English speaking children, 40 in Saudi Arabia and 40 in Canada, who were in 8–10 years. Subcomponents of linguistic comprehension, specifically vocabulary knowledge and morphological awareness, and decoding, specifically un-vowelized word reading and orthographic processing, were examined. Group similarities were noted for some relations among variables, specifically morphological awareness, vocabulary knowledge and orthographic processing. However, differences were found in terms of unique and common variables related to reading comprehension with morphological awareness being related to reading comprehension in the Saudi group and vocabulary and orthographic processing being related to reading comprehension in the Canadian group as well as. Therefore, models and assessment of reading comprehension should consider language learning context when selecting variables to include in models of reading comprehension or when assessing reading achievement and potential.

本研究考察了与阿拉伯语阅读理解相关的简单阅读观的组成部分。参与者包括 80 名讲阿拉伯语-英语的儿童，其中 40 名在沙特阿拉伯，40 名在加拿大，年龄在 8-10 岁之间。检查了语言理解的子组件，特别是词汇知识和词法意识，以及解码，特别是非元音化单词阅读和正字法处理。对于变量之间的某些关系，特别是词法意识、词汇知识和正字法处理，注意到了群体相似性。然而，在与阅读理解相关的独特和常见变量方面存在差异，沙特组的词法意识与阅读理解相关，词汇和正字法处理与加拿大组的阅读理解相关。因此，在选择要包含在阅读理解模型中的变量或评估阅读成绩和潜力时，阅读理解模型和评估应考虑语言学习背景。