This study aimed to examine the validity of the “simple view of reading” (SVR) model in the diglossic Arabic language. Using a longitudinal design, we tested whether decoding and listening comprehension (LC) in kindergarten can later predict reading comprehension (RC) in the first grade and whether the contribution of LC to RC differs between the spoken and literary varieties of Arabic. The participants were 261 kindergartners who were followed to the first grade. Our results from separate SEM analysis for the spoken and literary varieties revealed some similarity between the explained variance in the spoken (52%) and literary (48%) variety models. However, while the contribution of LC to RC was higher than the contribution of decoding in the spoken variety model, an opposite pattern was observed in the literary variety model. The results are discussed in light of the diglossia phenomenon and its impact on comprehension skills in Arabic, with theoretical and pedagogical implications.

本研究旨在检验双语阿拉伯语中“简单阅读观”（SVR）模型的有效性。通过纵向设计，我们测试了幼儿园的解码和听力理解 (LC) 是否可以预测一年级的阅读理解 (RC)，以及 LC 对 RC 的贡献在阿拉伯语的口语和文学变种之间是否存在差异。参与者是 261 名幼儿园学生，他们被跟踪到一年级。我们对口语和文学变体进行单独 SEM 分析的结果揭示了口语变体 (52%) 和文学变体模型 (48%) 的解释方差之间存在一些相似性。然而，虽然在口语品种模型中 LC 对 RC 的贡献高于解码的贡献，但在文学品种模型中观察到相反的模式。研究结果根据双语现象及其对阿拉伯语理解技能的影响进行了讨论，并具有理论和教学意义。