Cover not available

In:Acquisition and Development of Hebrew: From infancy to adolescence
Edited by Ruth A. Berman
[Trends in Language Acquisition Research 19] 2016
► pp. 353–386

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload Book PDF
authorization required

Metalinguistic awareness in reading Hebrew L2

 | Bar-Ilan University
 | Bar-Ilan University
Published online: 25 August 2016
DOI logo with link
https://doi.org/10.1075/tilar.19.12sai
The chapter reports on a study that examined the contribution of different types of metalinguistic awareness to word reading and reading comprehension in Hebrew L2 of L1 speakers of Palestinian Arabic. A total of 104 Arabic-speaking students in 4th, 6th, and 8th grade (ages 9–10, 11–12, and 13–14) were tested on three tasks of metalinguistic awareness – phonological, morphological, and orthographic. All three skills were found to correlate positively with both word reading and reading comprehension. However, after controlling for age/grade-level, verbal memory, and spoken language abilities, each metalinguistic skill explained unique variance in word reading, with phonological awareness predicting the largest amount of variance, whereas oral language ability emerged as the best predictor of reading comprehension. Of the three metalinguistic variables tested, only orthographic awareness emerged as a significant predictor of reading comprehension in addition to oral language, explaining a relatively small amount of variance. Findings are explained in the framework of theories of L2 reading, the special characteristics of Hebrew language and orthography, and the possible effect of L1 Arabic, as a closely related Semitic language, on learning to read in Hebrew.
References (150)
References
Abu-Rabia, S. 2001. Testing the interdependence hypothesis among native adult bilingual Russian–English students. Journal of Psycholinguistic Research 30: 437–455. Google Scholar logo with link to Google Scholar
Adams, M.J. 1990. Beginning to Read: Thinking and Learning about Print. Cambridge MA: The MIT Press.Google Scholar logo with link to Google Scholar
Anderson, R.C. & Freebody, P. 1981. Vocabulary knowledge. In Comprehension and Teaching: Research Reviews, J.T. Guthrie (ed.), 77–117. Newark DE: International Reading Association.Google Scholar logo with link to Google Scholar
Amara, M.H. 2007. Teaching Hebrew to Palestinian pupils in Israel. Current Issues in Language Planning 8: 243-257 Google Scholar logo with link to Google Scholar
Arab-Moghaddam, N. & Senechal, M. 2001. Orthographic and phonological processing skills in reading and spelling in Persian/English bilinguals. International Journal of Behavioral Development 25: 140–147. Google Scholar logo with link to Google Scholar
August, D. & Hakuta, K. (eds) 1998. Educating Language Minority Children. Washington DC: National Academy Press.Google Scholar logo with link to Google Scholar
August, D. & Shanahan, T. (eds). 2006. Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah NJ: Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
Barker, T.A., Torgesen. J.K. & Wagner, R.K. 1992. The role of orthographic processing skills on five different reading tasks. Reading Research Quarterly, 27: 334–345. Google Scholar logo with link to Google Scholar
Bar-Kochva, I. 2013. What are the underlying skills of silent reading acquisition? A developmental study from kindergarten to the 2nd grade. Reading and Writing 26: 1417-1436. Google Scholar logo with link to Google Scholar
Bar-Kochva, I. & Breznitz, Z. 2014. Reading scripts that differ in orthographic transparency: A within-participant-and-language investigation of underlying skills. Journal of Experimental Child Psychology 121: 12-27. Google Scholar logo with link to Google Scholar
Bar-On, A. & Ravid, D. 2011. Morphological analysis in learning to read pseudowords in Hebrew. Applied Psycholinguistics 32: 553–581. Google Scholar logo with link to Google Scholar
Bentin, S. & Leshem, H. 1993. On the interaction of phonologic awareness and reading acquisition: It's a two-way street. Psychological Science 2: 271-274. Google Scholar logo with link to Google Scholar
Berman, R.A. 1978. Contrastive analysis revisited: Obligatory, systematic, and incidental differences between languages. Interlanguage Studies Bulletin 3: 212-233.Google Scholar logo with link to Google Scholar
. 1985. Acquisition of Hebrew. Mahwah NJ: Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
. 1997. Israeli Hebrew. In The Semitic Languages, R. Hetzron (ed.), 312-333. London: Routledge.Google Scholar logo with link to Google Scholar
. 2012. Revisiting roots in Hebrew: A multi-faceted view. (in English) In Studies on Modern Hebrew and Jewish Languages in Honor of Ora (Rodriguez) Schwarzwald, M. Muchnik & Z. Sadan (eds), 132-158. Jerusalem: Carmel Press. (in Hebrew)Google Scholar logo with link to Google Scholar
Berman, R.A. & Ravid, D. 2000. Research in acquisition of Israeli Hebrew and Palestinian Arabic. Hebrew Studies 41: 83-98. Google Scholar logo with link to Google Scholar
Boudelaa, S. 2014. Is the Arabic mental lexicon morpheme-based or stem-based? Implications for spoken and written word recognition. In Handbook of Arabic Literacy: Insights and Perspectives, E. Saiegh-Haddad, & M. Joshi (eds), 31-54. Springer: Dordrecht. Google Scholar logo with link to Google Scholar
Brittain, M. 1970. Inflectional performance and early reading achievement. Reading Research Quarterly 6: 34–48. Google Scholar logo with link to Google Scholar
Burani, C., Marcolini, S. & Stella, G. 2002. How early does morpholexical reading develop in readers of a shallow orthography? Brain and Language 81: 568-586. Google Scholar logo with link to Google Scholar
Carlisle, J.F. 1988. Knowledge of derivational morphology and spelling ability in fourth, sixth and eighth grades. Applied Psycholinguistics 9: 247–266. Google Scholar logo with link to Google Scholar
. 1995. Morphological awareness and early reading achievement. In Morphological aspects of language processing, L.B. Feldman (ed.), 189–209. Mahwah NJ: Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
. 2000. Awareness of the structure and meaning or morphologically complex words: Impact on reading. Reading and Writing: An Interdisciplinary Journal 12: 169–190. Google Scholar logo with link to Google Scholar
Carlisle, J.F. & Nomanbhoy, D. 1993. Phonological and morphological awareness in first graders. Applied Psycholinguistics 14: 177–195. Google Scholar logo with link to Google Scholar
Carlisle, J.F., Beeman, M., Hull Davis, L. & Sepharim, G. 1999. Relationship of metalinguistic capabilities and reading achievement for children who are becoming bilingual. Applied Psycholinguistics 20: 459-478. Google Scholar logo with link to Google Scholar
Commissaire, E., Pasquarella, A., Chen, X. & Deacon, H.S. 2014. The development of orthographic processing skills in children in early French immersion programs. Written Language & Literacy 17: 16-39. Google Scholar logo with link to Google Scholar
Cummins, J. 1981. The role of primary language development in promoting educational success for language minority students In Schooling and Language Minority Students: A Theoretical Framework, California State Department of Education (ed.), 3-49. Los Angeles CA: Department of Education, Evaluation, Dissemination and Assessment Center.Google Scholar logo with link to Google Scholar
. 1991. Interdependence of first-language second-language proficiency in bilingual children. In Language Processing in Bilingual Children, E. Bialystok (ed.). Cambridge: CUP. Google Scholar logo with link to Google Scholar
Cunningham, A.E. & Stanovich, K.E. 1990. Assessing print exposure and orthographic processing skill in children: A quick measure of reading experience. Journal of Educational Psychology 82: 733–740. Google Scholar logo with link to Google Scholar
Cunningham, A.E., Perry, K. & Stanovich, K.E. 2001. Converging evidence for the concept of orthographic processing. Reading and Writing: An Interdisciplinary Journal 14: 549–568. Google Scholar logo with link to Google Scholar
Daniels, P.T. 1992. The syllabic origin of writing and the segmental origin of the alphabet. In The Linguistics of Literacy [Typological Studies in Language 21], P. Downing, S.D. Lima & M. Noonan (eds.), 83–110. Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Deacon, S.H. & Kirby, J. 2004. Morphological awareness: Just “more phonological”? The roles of morphological and phonological awareness in reading development. Applied Psycholinguistics 25: 223–238. Google Scholar logo with link to Google Scholar
Deacon, S.H., Wade-Woolley, L. & Kirby, J. 2007. Crossover: The role of morphological awareness in French Immersion children’s reading. Developmental Psychology 43: 732–746. Google Scholar logo with link to Google Scholar
Deacon, S.H., Chen, X., Luo, Y. & Ramirez, G. 2011. Beyond language borders: Orthographic processing and word reading in Spanish-English bilinguals. Journal of Research in Reading 3: 1-17. Google Scholar logo with link to Google Scholar
Droop, M. & Verhoeven, L. 1998. Reading comprehension problems in second language learners. In Problems and Interventions in Literacy Development, P. Reitsma & L. Verhoeven (eds), 193–208. Dordrecht: Kluwer. Google Scholar logo with link to Google Scholar
. 2003. Language proficiency and reading ability in first- and second language learners. Reading Research Quarterly 38: 78–103. Google Scholar logo with link to Google Scholar
Dufva, M. & Voeten, M.J.M. 1999. Native language literacy and phonological memory as prerequisites for learning English as a foreign language. Applied Psycholinguistics 20: 329–348. Google Scholar logo with link to Google Scholar
Durgunoglu, A.Y., Nagy, W.E. & Hancin-Bhatt, B.J. 1993. Cross language transfer of phonological awareness. Journal of Educational Psychology 85: 453–465. Google Scholar logo with link to Google Scholar
Ehri, L.C. 1999. Phases of development in learning to read words. In Reading Development and the Teaching of Reading, J. Oakhill & R. Beard (eds), 79–108. Oxford: Blackwell.Google Scholar logo with link to Google Scholar
. 2005. Learning to read words: Theory, findings, and issues. Scientific Studies of Reading 9: 167–188. Google Scholar logo with link to Google Scholar
Erdos, C., Genesee, F., Savage, R. & Haigh, C.A. 2010. Individual differences in second language reading outcomes. International Journal of Bilingualism 15: 3–25. Google Scholar logo with link to Google Scholar
Ferguson, C.A. 1959. Diglossia. Word 15: 325-340. Google Scholar logo with link to Google Scholar
Fowler, A. & Liberman, I. 1995. The role of phonology and orthography in morphological awareness. In Morphological Aspects of Language Processing, L.B. Feldman (ed.), 157–188. Mahwah NJ: Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
Garcia, G.E. 1991. Factors influencing the English reading test performance of Spanish-speaking Hispanic children. Reading Research Quarterly 26: 371–392. Google Scholar logo with link to Google Scholar
Gass, S.M. & Selinker, L. 1994. Second Language Acquisition. Hillsdale NJ: Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
Genesee, F. & Geva, E. 2006. Cross-linguistic relationships in working memory, phonological processes, and oral language. In Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth, D. August & T. Shanahan (eds), 175-195. Mahwah NJ: Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
Genesee, F., Geva, E., Dressler, C. & Kamil, M. 2006. Synthesis: Cross-linguistic relationships. In Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth, D. August & T. Shanahan (eds), 153-174. Mahwah NJ: Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
Geva, E. 2006. Second-language oral proficiency and second language literacy. In Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth, D. August & T. Shanahan (eds), 123-139. Mahwah NJ: Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
Geva, E. & Siegel, L. 2000. Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages. Reading and Writing: An Interdisciplinary Journal 12: 1–30. Google Scholar logo with link to Google Scholar
Geva, E. & Wade-Woolley, L. 1998. Component processes in becoming English-Hebrew biliterate. In Literacy Development in a Multilingual Context, A.Y. Durgunoglu & L. Verhoeven (eds), 85-110. Mahwah NJ: Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
Geva, E., Wade-Woolley, L. & Shany, M. 1993. The concurrent development of spelling and decoding in two different orthographies. Journal of Reading Behavior 25: 383-406.Google Scholar logo with link to Google Scholar
. 1997. Development of reading efficiency in first and second language. Scientific Studies of Reading 1: 119–144. Google Scholar logo with link to Google Scholar
Ghaedsharafi A. & Yamini, M. 2011. Evaluation of the simple view of reading in an EFL context: An additive or product model? International Journal of English Linguistics 1: 196-202. Google Scholar logo with link to Google Scholar
Gillis, S. & Ravid, D. 2006. Typological effects on spelling development: A crosslinguistic study of Hebrew and Dutch. Journal of Child Language 33: 621-659. Google Scholar logo with link to Google Scholar
Gottardo, A. 2002. The relationship between language and reading skills in Spanish–English speakers. Topics in Language Disorders 22: 46–70. Google Scholar logo with link to Google Scholar
Gottardo, A. & Mueller, J. 2009. Are first- and second-language factors related in predicting second-language reading comprehension? A study of Spanish-speaking children acquiring English as a second language from first to second grade. Journal of Educational Psychology 101: 330–344. Google Scholar logo with link to Google Scholar
Goodwin, A.P., Huggins, A.C., Carlo, M.S., August, D. & Calderon, M. 2013. Minding morphology: How morphological awareness relates to reading for English language learners. Reading & Writing: An Interdisciplinary Journal 26: 1387–1415 Google Scholar logo with link to Google Scholar
Gough, P.B. & Tunmer, W.E. 1986. Decoding, reading, and reading disability. Remedial and Special Education 7: 6–10. Google Scholar logo with link to Google Scholar
Gough, P.B., Hoover, W.A. & Peterson, C.L. 1996. Some observations on a simple view of reading. In Reading Comprehension Difficulties, C. Cornoldi & J. Oakhill (eds), 1–13. Mahwah NJ: Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
Hayes, A.F. 2013. Introduction to Mediation, Moderation, and Conditional Process Analysis. New York NY: Guilford.Google Scholar logo with link to Google Scholar
Hoover, W.A. & Gough, P.B. 1990. The simple view of reading. Reading and Writing: An Interdisciplinary Journal 2: 127–160. Google Scholar logo with link to Google Scholar
Ibrahim, R., Eviatar, Z. & Aharon-Peretz, J. 2007. Metalinguistic awareness and reading performance: A cross language comparison. Journal of Psycholinguist Research 36: 297–317. Google Scholar logo with link to Google Scholar
Israel Ministry of Education and Culture. 2006. Teaching Program for Hebrew as a Second Language for Arab Schools (From Grade Three to Grade Six). Jerusalem: Ministry of Education and Culture. (in Hebrew)Google Scholar logo with link to Google Scholar
Kahn-Horowitz, J., Schwartz, M. & Share, D. 2011. Acquiring the complex English orthography: A triliteracy advantage? Journal of Research in Reading 34: 136–156. Google Scholar logo with link to Google Scholar
Kahn-Horowitz, J., Sparks, R., & Goldstein, Z. 2012. Relevance of the linguistic coding difference hypothesis to English as an additional language of literacy in Israel. In Current Issues in Bilingualism: Cognitive and Sociolinguistic Perspectives, M. Leikin, M. Schwartz & Y. Tobin (eds), 21-42. Dordrecht: Springer. Google Scholar logo with link to Google Scholar
Katzir, T., Schiff, R. & Kim, Y.-S. 2012. The effects of orthographic consistency on reading development: A within and between cross-linguistic study of fluency and accuracy among fourth grade English- and Hebrew-speaking children. Learning and Individual Differences 22: 673–679. Google Scholar logo with link to Google Scholar
Kieffer, M.J. & Lesaux, N.K. 2008. The role of derivational morphology in the reading comprehension of Spanish-speaking English language learners. Reading & Writing: An Interdisciplinary Journal 2: 783–804. Google Scholar logo with link to Google Scholar
Kieffer, H. & Lesaux, N.K. 2012. Direct and indirect roles of morphological awareness in the English reading comprehension of native English, Spanish, Filipino, and Vietnamese speakers. Language Learning 62: 1170–1204. Google Scholar logo with link to Google Scholar
Koda. K. 2000. Cross-linguistic variations in L2 morphological awareness. Applied Psycholinguistics 21: 297-320. Google Scholar logo with link to Google Scholar
Koda, K. 2005. Insights into Second Language Reading. Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
. 2008. Impacts of prior literacy experience on second language learning to read. In Learning to Read Across Languages: Cross-Linguistic Relationships in First and Second-Language Literacy Development, K. Koda & A.M. Zehler (eds), 68-96. New York NY: Routledge.Google Scholar logo with link to Google Scholar
Kruk, R.S. & Bergman, K. 2013. The reciprocal relationships between morphological awareness and reading. Journal of Experimental Child Psychology 114: 10-34. Google Scholar logo with link to Google Scholar
Kuo, Y.-M. & Anderson, R.C. 2003. Development of morphological awareness in Chinese and English. Reading & Writing: An Interdisciplinary Journal 16: 399-422. Google Scholar logo with link to Google Scholar
Lado, R. 1957. Linguistics Across Cultures. Ann Arbor MI: University of Michigan Press.Google Scholar logo with link to Google Scholar
Leiken, M., Share, D. & Schwartz, M. 2005. Difficulties in L2 Hebrew reading in Russian-speaking second graders. Reading and Writing: An Interdisciplinary Journal 18: 455-472. Google Scholar logo with link to Google Scholar
Leiken, M., Schwartz, M. & Share, D. 2010. General and specific benefits of bi-literate bilingualism: A Russian-Hebrew study of beginning literacy. Reading & Writing: An Interdisciplinary Journal 23: 269-292. Google Scholar logo with link to Google Scholar
Leong, C.K. 2000. Rapid processing of base and derived forms of words and Grades 4, 5, and 6 children’s spelling. Reading and Writing: An Interdisciplinary Journal 12: 277–302. Google Scholar logo with link to Google Scholar
Lyytinen, P. & Lyytinen, H. 2004. Growth and predictive relations of vocabulary and inflectional morphology in children with and without familial risk for dyslexia. Applied Psycholinguistics 25: 397-411. Google Scholar logo with link to Google Scholar
Myhill, J. 2014. The effect of diglossia on literacy in Arabic and other languages. In Handbook of Arabic Literacy: Insights and Perspectives, E. Saiegh-Haddad & M. Joshi (eds), 197-223. Springer: Dordrecht. Google Scholar logo with link to Google Scholar
Nagy, W., Berninger, V.W. & Abbot, R.D. 2006. Contribution of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. Journal of Educational Psychology 98: 134-147. Google Scholar logo with link to Google Scholar
Nakamoto, J., Lindsey, K.A. & Manis, F.R. 2008. A cross-linguistic investigation of English language learners’ reading comprehension in English and Spanish. Scientific Studies of Reading 12: 351–371. Google Scholar logo with link to Google Scholar
Naslund, J.C. & Scneider, W. 1991. Longitudinal effects of verbal ability, memory capacity, and phonological awareness on reading performance. The European Journal of Psychology of Education 6: 375-392. Google Scholar logo with link to Google Scholar
Nassaji, H. & Geva, E. 1999. The contribution of phonological and orthographic processing skills to adult ESL reading: Evidence from native speakers of Farsi. Applied Psycholinguistics 20: 241-267. Google Scholar logo with link to Google Scholar
National Reading Panel. 2000. Teaching Children to Read: An Evidence Based Assessment of the Scientific Literature on Reading and its Implications for Reading Instruction. Bethesda MD: National Institute of Child Health and Human Development.Google Scholar logo with link to Google Scholar
Pasquarella, A., Gottardo, A. & Grant, A. 2012. Comparing factors related to reading comprehension in adolescents who speak English as a first (L1) or second (L2) language. Scientific Studies of Reading 16: 475–503. Google Scholar logo with link to Google Scholar
Perfetti, C.A. 1985. Some reasons to save the grapheme and the phoneme. Commentary in Brain and Behavior Sciences: 8(4).Google Scholar logo with link to Google Scholar
. 2007. Reading ability: Lexical quality to comprehension. Scientific Studies of Reading 11: 357-383. Google Scholar logo with link to Google Scholar
Perfetti, C. & Dunlap, S. 2008. Learning to read: General principles and writing system variations. In Learning to Read across Languages: Cross Linguistic Relationships in First-and Second-language Literacy Development, K. Koda & A.M. Zehler (eds), 13-38. New York NY: Taylor & Francis.Google Scholar logo with link to Google Scholar
Perfetti, C.A. & Hart, L. 2001. The lexical bases of comprehension skill. In On the Consequences of Meaning Selection: Perspectives on Resolving Lexical Ambiguity, D.S. Gorfien (ed.), 67-86. Washington DC: American Psychological Association. Google Scholar logo with link to Google Scholar
Perfetti, C. & Liu, Y. 2005. Orthography to phonology and meaning: Comparisons across and within writing systems. Reading and Writing 18: 193-210. Google Scholar logo with link to Google Scholar
Perfetti, C. & Stafura, J. 2014. Word knowledge in a theory of reading comprehension. Scientific Studies of Reading 18: 22-37. Google Scholar logo with link to Google Scholar
Ramirez, G., Chen, Xi, Geva, E. & Kiefer, H. 2010. Morphologial awareness in Spanish-speaking English language learners: Within and cross-language effects on word reading. Reading and Writing: An Interdisciplinary Journal 23: 337-358. Google Scholar logo with link to Google Scholar
Rapp, D.N. & van den Broek, P. 2005. Dynamic text comprehension: An integrative view of reading, Current Directions in Psychological Science 14: 276–279. Google Scholar logo with link to Google Scholar
Ravid, D. 2003. A developmental perspective on root perception in Hebrew and Palestinian Arabic. In Language Processing and Acquisition in Languages of Semitic, Root-Based Morphology [Language Acquisition and Language Disorders 28], J. Shimron (ed.), 293-319. Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
. 2006. Word-level morphology: A psycholinguistic perspective on linear formation in Hebrew nominals. Morphology 16: 127-148. Google Scholar logo with link to Google Scholar
. 2012. Spelling Morphology: The Psycholinguistics of Hebrew Spelling. Dordrecht: Springer. Google Scholar logo with link to Google Scholar
Ravid, D. & Bar-On, A. 2005. Manipulating written Hebrew roots across development: The interface of semantic, phonological and orthographic factors. Reading & Writing 18: 231-256. Google Scholar logo with link to Google Scholar
Ravid, D. & Mashraki, Y.E. 2007. Prosodic reading, reading comprehension and morphological skills in Hebrew-speaking fourth graders. Journal of Research in Reading 30: 140-150. Google Scholar logo with link to Google Scholar
Ravid, D. & Schiff, R. 2006. Roots and patterns in Hebrew language development: Evidence from written morphological analogies. Reading and Writing 19(8): 789-818. Google Scholar logo with link to Google Scholar
. 2009. Morpho-phonological categories of noun plurals in Hebrew: A developmental study. Linguistics 47: 45-63. Google Scholar logo with link to Google Scholar
Roman, A.A., Kirby, J.R., Parrila, R.K., Wade-Woolley, L. & Deacon, S.H. 2009. Toward a comprehensive view of the skills involved in word reading in grades 4, 6, and 8. Journal of Experimental Child Psychology 102: 96–113. Google Scholar logo with link to Google Scholar
Russak, S. & Saiegh-Haddad, E. 2011. Phonological awareness in Hebrew (L1) and English (L2) in normal and disabled readers. Reading & Writing: An Interdisciplinary Journal 24: 427-440. Google Scholar logo with link to Google Scholar
Saiegh-Haddad, E. 2003. Linguistic distance and initial reading acquisition: The case of Arabic diglossia. Applied Psycholinguistics 24: 431–451. Google Scholar logo with link to Google Scholar
. 2004. The impact of phonemic and lexical distance on the phonological analysis of words and pseudowords in a diglossic context. Applied Psycholinguistics 25: 495-512. Google Scholar logo with link to Google Scholar
. 2007. Linguistic constraints on children’s ability to isolate phonemes in Arabic. Applied Psycholinguistics 28: 605–625. Google Scholar logo with link to Google Scholar
. 2011. Phonological processing in diglossic Arabic: The role of linguistic distance. In Perspectives on Arabic Linguistics XXII [Current Issues in Linguistic Theory 317], E. Broselow, & H. Ouali (eds), 269-280. Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
. 2012. Literacy reflexes of Arabic diglossia. In Current Issues in Bilingualism: Cognitive and Sociolinguistic Perspectives, M. Leikin, M. Schwartz & Y. Tobin (eds), 43-55. Dordrecht: Springer. Google Scholar logo with link to Google Scholar
. 2013. A tale of one letter: Morphological processing in early Arabic spelling. Writing Systems Research 5: 169-188. Google Scholar logo with link to Google Scholar
. In press. Learning to read in Arabic. In Verhoeven & Perfetti (eds).
Saiegh-Haddad, E. & Geva, E. 2008. Morphological awareness, phonological awareness, and reading in English-Arabic bilingual children. Reading and Writing: An Interdisciplinary Journal 21: 481-504. Google Scholar logo with link to Google Scholar
Saiegh-Haddad, E., Kogan, N. & Walters, J. 2010. Universal and language-specific constraints on phonemic awareness: Evidence from Russian-Hebrew bilingual children. Reading and Writing: An Interdisciplinary Journal 23: 359-384. Google Scholar logo with link to Google Scholar
Saiegh-Haddad, E., Hadieh, A. & Ravid, D. 2012. Acquiring noun plurals in Arabic:Morphology, familiarity and pattern frequency. Language Learning 62: 1079-1109. Google Scholar logo with link to Google Scholar
Saiegh-Haddad, E. & Henkin-Roitfarb, R. 2014. The structure of Arabic language and orthography. In Handbook of Arabic Literacy: Insights and Perspectives, E. Saiegh-Haddad & M. Joshi (eds), 3-28. Dordrecht: Springer. Google Scholar logo with link to Google Scholar
Saiegh-Haddad, E., Levin, I., Hende, N. & Ziv, M. 2011. The Linguistic Affiliation Constraint and phoneme recognition in diglossic Arabic. Journal of Child Language 38: 297-315. Google Scholar logo with link to Google Scholar
Schiff, R. 2012. Transition from shallow to deep orthography: The role of vowelization in reading development of unvowelized scripts. Journal of Psycholinguistic Research 41: 409-424. Google Scholar logo with link to Google Scholar
Schiff, R., Katzir, T. & Shoshan, N. 2013. Reading accuracy and speed of vowelized and unvowelized scripts among dyslexic readers of Hebrew: The road not taken. Annals of Dyslexia 63: 171-185. Google Scholar logo with link to Google Scholar
Schiff, R. & Lotem, M. 2011. Effects of phonological and morphological awareness on children’s word reading development from two socioeconomic backgrounds. First Language 31: 139-163. Google Scholar logo with link to Google Scholar
Schwarzwald, O. 2001. Modern Hebrew. Munich: Lincom.Google Scholar logo with link to Google Scholar
Seymour, P. 1999. Cognitive architecture of early reading. In Dyslexia: Advances in Theory and Practice, I. Lundberg, F.E. Tønnessen & I. Austad (eds), 59–74. Dordrecht: Kluwer. Google Scholar logo with link to Google Scholar
Seymour, P.H.K., Aro, M. & Erskine, J.M. 2003. Foundation literacy skills in European orthographies. British Journal of Psychology 94: 143–174. Google Scholar logo with link to Google Scholar
Shankweiler, D., Crain, S., Katz, L., Fowler, A.E., Liberman, A.M., Brady, S.A., et al. 1995. Cognitive profiles of reading disabled children: Comparison of language skills in phonology, morphology and Syntax. Psychological Science 6(3): 149-156 Google Scholar logo with link to Google Scholar
Share, D.L. 1995. Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition 55: 151–218. Google Scholar logo with link to Google Scholar
Share, D.L. & Levin, I. 1999. Learning to read and write in Hebrew. In Learning to Read and Write, M. Harris & G. Hatano (eds), 89–111. Cambridge: CUP.Google Scholar logo with link to Google Scholar
Shatil, E. 1997. Predicting Reading Ability: Evidence for Cognitive Modularity. PhD dissertation, University of Haifa.Google Scholar logo with link to Google Scholar
Shatil, E. & Share, D.L. 2003. Cognitive antecedents of early reading ability: A test of the modularity hypothesis. Journal of Experimental Child Psychology 86: 1–31. Google Scholar logo with link to Google Scholar
Singson, M., Mahony, D. & Mann, V. 2000. The relation between reading ability and morphological skills: Evidence from derivational suffixes. Reading and Writing: An Interdisciplinary Journal 12: 219–252. Google Scholar logo with link to Google Scholar
Snow, C.E., Burns, S. & Griffin, P. (eds). 1998. Preventing Reading Difficulties in Young Children. Washington DC: National Academy Press.Google Scholar logo with link to Google Scholar
Stanovich, K.E. & Siegel, L.S. 1994. Phenotypic performance profile of reading disabled children: A regression-based test of the phonological-core variable-difference model. Journal of Educational Psychology 86: 24-53. Google Scholar logo with link to Google Scholar
Stanovich, K.E. & West, R.F. 1989. Exposure to print and orthographic processing. Reading Research Quarterly 24: 402 – 433. Google Scholar logo with link to Google Scholar
Taha, H. & Saiegh-Haddad, E. 2015. The role of phonological versus morphological skills in the development of Arabic spelling: An intervention study. Journal of Psycholinguistic Research. Google Scholar logo with link to Google Scholar
Tong, X., Deacon, S.H., Kirby, J.R., Cain, K. & Parrila, R. 2011. Morphological awareness: A key to understanding poor reading comprehension in English. Journal of Educational Psychology 103: 523-534. Google Scholar logo with link to Google Scholar
Velan, H. & Frost, R. 2009. Letter transposition effects are not universal: The impact of transposing letters in Hebrew. Journal of Memory and Language 61: 285–302. Google Scholar logo with link to Google Scholar
. 2011. Words with and without internal structure: What determines the nurture of orthographic and morphological processing? Cognition 118: 141–156. Google Scholar logo with link to Google Scholar
Verhoeven, L. 1990. Acquisition of reading in a second language. Reading Research Quarterly 25: 90–114. Google Scholar logo with link to Google Scholar
. 2000. Components in early second language reading and spelling. Scientific Studies of Reading 4: 313–330. Google Scholar logo with link to Google Scholar
Verhoeven, L. & Perfetti, C.A. (eds). In press. Reading Acquisition Across Languages and Writing Systems: An International Handbook. Cambridge: CUP.
Verhoeven, L. & van Leeuwe, J. 2012. The simple view of second language reading throughout the primary grades. Reading and Writing: An Interdisciplinary Journal 25: 1805–1818. Google Scholar logo with link to Google Scholar
Wade-Woolley, L. & Geva, E. 1999. Processing inflected morphology in second language word recognition: Russian-speakers and English-speakers read Hebrew. Reading and Writing: An Interdisciplinary Journal 11: 321-343. Google Scholar logo with link to Google Scholar
. 2000. Processing novel phonemic contrasts in the acquisition of L2 word reading. Scientific Studies of Reading 4: 295-311. Google Scholar logo with link to Google Scholar
Wagner, R.K. & Barker, T.A. 1994. The development of orthographic processing ability. In The varieties of Orthographic Knowledge: Theoretical and Developmental issues, V.W. Berninger (ed.) 243–276. Dordrecht: Kluwer. Google Scholar logo with link to Google Scholar
Wang, M. & Geva, E. 2003. Spelling acquisition of novel English phonemes in Chinese children. Reading & Writing: An Interdisciplinary Journal 16: 325-348. Google Scholar logo with link to Google Scholar
Wang, M., Cheng, C. & Chen, S.-W. 2006. Contribution of morphological awareness to Chinese–English biliteracy acquisition. Journal of Educational Psychology 98: 542–553. Google Scholar logo with link to Google Scholar
Wang, M., Perfetti, C. & Liu, Y. 2005. Chinese-English bilioteracy acquisition: Cross-language and writing system transfer. Cognition 97: 67-88. Google Scholar logo with link to Google Scholar
Wechsler, D.A. 1974. Wechsler Intelligence Scale for Children-Revised. San Antonio TX: Psychological Corp.Google Scholar logo with link to Google Scholar
Ziegler, J.C, Bertrand, D., Tóth, D., Csépe, V., Reis, A., Faísca, L., & Blomert, L. 2010. Orthographic depth and its impact on universal predictors of reading: A cross-language investigation. Psychological Science 21: 551–559. Google Scholar logo with link to Google Scholar
Ziegler, J. & Goswami, U. 2005. Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin 131: 3–29. Google Scholar logo with link to Google Scholar
Cited by (2)

Cited by two other publications

RABİAH, Eihab Abu
2020. Lexical measures for testing progress in Hebrew as Arab students’ L2. Dil ve Dilbilimi Çalışmaları Dergisi 16:3 ► pp. 1096 ff. DOI logo
O’Connor, Megan, Esther Geva & Poh Wee Koh
2019. Examining Reading Comprehension Profiles of Grade 5 Monolinguals and English Language Learners Through the Lexical Quality Hypothesis Lens. Journal of Learning Disabilities 52:3 ► pp. 232 ff. DOI logo

This list is based on CrossRef data as of 6 december 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue