Cited by

Cited by other publications

Eghbaria-Ghanamah, Hazar, Rafat Ghanamah, Yasmin Shalhoub-Awwad & Avi Karni
2021. Recitation as a structured intervention to enhance the long-term verbatim retention and gist recall of complex texts in kindergarteners. Journal of Experimental Child Psychology 203  pp. 105054 ff. Crossref logo
Khamis-Dakwar, Reem & Baha Makhoul
2014.  In Handbook of Arabic Literacy [Literacy Studies, 9],  pp. 279 ff. Crossref logo
Layes, Smail, Robert Lalonde & Mohamed Rebai
2019. Effects of an Adaptive Phonological Training Program on Reading and Phonological Processing Skills in Arabic-Speaking Children With Dyslexia. Reading & Writing Quarterly 35:2  pp. 103 ff. Crossref logo
Makhoul, Baha
2017. Moving Beyond Phonological Awareness: The Role of Phonological Awareness Skills in Arabic Reading Development. Journal of Psycholinguistic Research 46:2  pp. 469 ff. Crossref logo
Mohamed, Wessam, Karin Landerl & Thomas Elbert
2014.  In Handbook of Arabic Literacy [Literacy Studies, 9],  pp. 99 ff. Crossref logo
Saiegh-Haddad, Elinor & Roni Henkin-Roitfarb
2014.  In Handbook of Arabic Literacy [Literacy Studies, 9],  pp. 3 ff. Crossref logo
Saiegh-Haddad, Elinor & Ayman Jayusy
2016.  In Acquisition and Development of Hebrew [Trends in Language Acquisition Research, 19],  pp. 353 ff. Crossref logo
Saiegh-Haddad, Elinor & Bernard Spolsky
2014.  In Handbook of Arabic Literacy [Literacy Studies, 9],  pp. 225 ff. Crossref logo
Taha, Haitham & Elinor Saiegh-Haddad
2016. The Role of Phonological versus Morphological Skills in the Development of Arabic Spelling: An Intervention Study. Journal of Psycholinguistic Research 45:3  pp. 507 ff. Crossref logo
Tibi, Sana & Lorraine McLeod
2014.  In Handbook of Arabic Literacy [Literacy Studies, 9],  pp. 303 ff. Crossref logo

This list is based on CrossRef data as of 25 december 2020. 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.