Chapter 6
Diglossia and developmental language disorder (DLD) in Arabic
The role of linguistic distance and linguistic proximity?
‘Diglossia’ is a sociolinguistic context characterized by a stable co-existence within the same community of two linguistically related language varieties that are mostly used in different settings/functions. In Arabic, Spoken Arabic (SpA) vernaculars are used for everyday speech whereas (Modern) Standard Arabic (StA) is used for conventional reading/writing and for formal oral language functions. The aim of this chapter is to address the role of diglossia in language acquisition and disorder in Arabic with focus on speakers of Palestinian Arabic (PA). It also aims to position diglossia as a cornerstone of clinical practice. The chapter starts by delineating some of the key features of linguistic distance between PA spoken in Northern Israel and StA in the domains of phonology, morphology and lexis. Against this background, the chapter discusses research addressing the role that linguistic distance vis-à-vis proximity in these domains plays in language acquisition in children with typical language development (TLD) and with Developmental Language Disorder (DLD). The results from this research converge on two insights: (a) linguistic distance makes it harder for all children, TLD and DLD, to acquire unique StA linguistic structures that are not within their SpA vernacular. Yet, this effect is more prominent in children with DLD than TLD; (b) linguistic proximity facilitates the acquisition of structures that are shared in the two varieties. Nonetheless, this facilitation is more clearly observed in children with TLD than DLD. Given these findings, it is concluded that linguistic distance is a complexity factor that should be considered in task construction and interpretation for all children. Moreover, it is concluded that practitioners should identify areas of linguistic proximity between StA and the child’s spoken vernacular and target those areas in the diagnosis of DLD.
Article outline
- 1.Introduction
- 2.Issues in language acquisition in Arabic diglossia
- 3.The role of diglossia in language development and disorder in Arabic
- 3.1Lexical distance/proximity
- 3.2Phonological distance/proximity
- 3.2.1Phonemic structure
- 3.2.2Phonological length and complexity
- 3.3Morphological distance/proximity
- 3.3.1Inflectional morphology
- 3.3.2Derivational morphology
- 4.Discussion
- 4.1Impact of linguistic distance vis-à-vis proximity on language acquisition in children
- 4.2Impact of linguistic distance vis-à-vis proximity on diagnosis of children with DLD
- 5.Conclusion
-
Notes
-
References
References (97)
References
Al-Khatib, M., & Sabbah, A. E. H. (2008). Language choice in mobile text messages among Jordanian university students. SKY Journal of Linguistics, 21, 37–65.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Albirini, A. (2011). The sociolinguistic functions of codeswitching between standard Arabic and dialectal Arabic. Language in Society, 40, 537–562. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Albirini, A. (2014). The role of the colloquial varieties in the acquisition of the standard variety: The case of Arabic heritage speakers. Foreign Language Annals, 47(3), 371–389. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Albirini, A. (2016). Modern Arabic sociolinguistics: Diglossia, variation, codeswitching, attitudes and identity. Routledge. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Albirini, A. (2019). Why Standard Arabic is not a L2 for Arabic speakers. Al-Arabiyya, 52, 49–72.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Albirini, A., & Benmamoun, E. (2022). Arabic diglossia and heritage Arabic speakers. In E. Saiegh-Haddad, L. Laks, & C. McBride (Eds.), Handbook of literacy in diglossia and dialectal contexts: Psycholinguistic and educational perspectives (pp. 361–379). Springer. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Amara, M. (2018). Developmental language disorder (DLD): Effect on word and non-word repetition (Unpublished MA thesis). Bar-Ilan University.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Aram, D., Korat, O., Saiegh-Haddad, E., Hassunha Arafat, S., Khoury, R., & Hija, J. (2013). Early literacy among Arabic speaking kindergartners: The role of socioeconomic status, home literacy environment and maternal mediation of writing. Cognitive Development, 28, 193–208. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Archibald, L. M. D., & Gathercole, S. E. (2006). Short-term and working memory in specific language impairment. International Journal of Language and Communication Disorders, 41, 675–693. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Armon-Lotem, S., Taha, R., & Saiegh-Haddad, E. (in preparation). Deverbal nouns and denominal verbs in the acquisition of Spoken Arabic: A comparison between children with and without DLD. Manuscript in preparation.
Ayari, S. (1996). Diglossia and illiteracy in the Arab world. Language, Culture and Curriculum, 9, 243–253. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Badawi, E. (1973). Levels of Modern Arabic in Egypt [in Arabic]. Dar al-ma’arif.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Basiouny, R. (2009). Arabic sociolinguistics. Edinburgh University Press. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Bateson, M. C. (2003). Arabic language handbook. Georgetown University Press.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Benmamoun, E. (2000). The feature structure of functional categories. Oxford University Press. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Benmamoun, E., & Albirini, A. (2018). Is learning a standard variety similar to learning a new language? Evidence from heritage speakers of Arabic. Studies in Second Language Acquisition, 40, 31–61. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Blanc, H. (1960). Style variations in spoken Arabic: A sample of inter-dialectal conversation. In C. Ferguson (Ed.), Contributions to Arabic linguistics (pp. 81–158). Harvard University Press.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Blanc, H. (1970). The Arabic dialect of the Negev bedouins. Proceedings of the Israel Academy of Sciences and Humanities, 4, 112–150.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Boudelaa, S. (2014). Is the Arabic mental lexicon morpheme-based or stem-based? Implications for spoken and written word recognition. In E. Saiegh-Haddad & M. Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (pp. 31–54). Springer. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Boudelaa, S., & Marslen-Wilson, W. D. (2013). Morphological structure in the Arabic mental lexicon: Parallels between standard and dialectal Arabic. Language and Cognitive Processes, 28, 1453–1473. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Brustad, K. (2000). The syntax of spoken Arabic: A comparative study of Moroccan, Egyptian, Syrian, and Kuwaiti dialects. Georgetown University Press.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Carroll, S. E. (2017). Exposure and input in bilingual development. Bilingualism: Language and Cognition, 20, 3–16. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Claessen, M., Leitão, S., Kane, R., & Williams, C. (2013). Phonological processing skills in specific language impairment. International Journal of Speech and Language Pathology, 15, 471–483. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Clahsen, H. (1999). Lexical entries and rules of language: A multidisciplinary study of German inflection. Behavioral and Brain Sciences, 22, 991–1060. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Core, C., & Scarpelli, C. (2015). Phonological development in young bilinguals: Clinical implications. Seminars in Speech and Language, 36, 100–108. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Coulmas, F. (1987). What writing can do to language: Some preliminary remarks. In S. Battestini (Ed.), Georgetown University Round Table on Language and Linguistics, 1986: Developments in linguistics and semiotics, language teaching and learning, communication across cultures (pp. 107–129). Georgetown University Press.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
De Houwer, A. (2017). Bilingual language input environments, intake, maturity and practice. Bilingualism: Language and Cognition, 20, 19–20. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Donnelly, S., & Kidd, E. (2021). The longitudinal relationships between conversational turn-taking and vocabulary growth in early language development. Child Development, 92, 609–625. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
dos Santos, C., & Ferré, S. (2018). A nonword-repetition task to assess bilingual children’s phonology. Language Acquisition, 25, 58–71. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Elbro, C. (1996). Early linguistic abilities and reading development: A review and a hypothesis. Reading and Writing, 8, 453–485. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Ferguson, C. A. (1959). Diglossia. Word, 15, 25–340. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Ferguson, C. A. (1991). Diglossia revisited. South West Journal of Linguistics, 10, 214–234.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Ghawi-Dakwar, O. (2017). The impact of diglossia on quality of phonological representations in SLI and typical Arabic native speaking children (Unpublished PhD dissertation). Bar-Ilan University.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Gibson, T. A., Summers, C., Pena, G. D., Dedore, L. M., Gillam, R. B., & Bohman, T. H. (2014). The role of phonological structure and experience in bilingual children’s nonword repetition performance. Bilingualism: Language & Cognition, 18, 551–560. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6–10. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Haggan, M. (2007). Text messaging in Kuwait. Is the medium the message? Multilingua, 26(4), 427–449. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Haman, E., Łuniewska, M., Hansen, P., Simonsen, H. G., Chiat, S., Bjekić, J., Blažienė, A., Chyl, K., Dabašinskienė, I., Engel de Abreu, P., Gagarina, N., Gavarró, A., Håkansson, G., Harel, E., Holm, E., Kapalková, S., Kunnari, S., Levorato, C., Lindgren, J., Mieszkowska, K., Montes Salarich, L., Potgieter, A., Ribu, I., Ringblom, N., Rinker, T., Roch, M., Slančová, D., Southwood, F., Tedeschi, R., Tuncer, A. M., Ünal-Logacev, O., Vuksanović, J., & Armon-Lotem, S. (2017) Noun and verb knowledge in monolingual preschool children across 17 languages: Data from Crosslinguistic Lexical Tasks (LITMUS-CLT), Clinical Linguistics & Phonetics, 31(11–12), 818–843. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hart, B., & Risley, T. R. (1995). The social world of children learning to talk. Paul H. Brookes.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Henkin, R. (2010). Negev Arabic: Dialectal, sociolinguistic, and stylistic variation. Otto Harrassowitz.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26, 55–88. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hoff, E. (2021). Why bilingual development is not easy. Advances in Child Development and Behavior, 61, 129–167. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Holes, C. (2004). Modern Arabic: Structures, functions and Varieties. Washington, D. C: Georgetown University Press.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hudson, A. (2002). Outline of a theory of diglossia. International Journal of the Sociology of Language, 157, 1–48. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Joseph, J. (1987). Eloquence and power: The rise of language standards and standard languages. Blackwell.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Juma’a, T. (2019). The effect of age, grammatical class, modality, and lexico-phonological distance on word-knowledge in the context of Arabic as a diglossic language (Unpublished MA thesis). Bar-Ilan University.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Kaye, A. S. (1972). Remarks on diglossia in Arabic: Well-defined vs. ill-defined. Linguistics, 10(81), 32–48. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Kaye, A. S. (2001). Diglossia: The state of the art. International Journal of the Sociology of Language, 152, 117–129. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Kirsten L., Faragher, W. B., & Conti-Ramsden, G. (2002). Lexical learning skills in young children with specific language impairment (SLI). International Journal of Language & Communication Disorders, 37, 415–432. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Korat, O., Aram, D., Hassunha Arafat, S., Hag-Yehiya Iraki, H., & Saiegh-Haddad, E. (2014). Mother-child literacy activities and early literacy in the Israeli Arab family. In E. Saiegh-Haddad & M. Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (pp. 323–347). Springer. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Kuhl, P. (2007). Is speech learning ‘gated’ by the social brain? Developmental Science, 10, 110–120. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Laks, L., & Saiegh-Haddad, E. (2022). Between varieties and modalities in the production of narrative texts in Arabic. In E. Saiegh-Haddad, L. Laks, & C. McBride (Eds.), Handbook of literacy in diglossia and dialectal contexts: Psycholinguistic and educational perspectives (pp. 247–271). Springer. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Levin, A. (1995). A grammar of the Arabic dialect of Jerusalem [in Hebrew]. The Hebrew University Magnes Press.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Maamouri, M. (1998). Language education and human development: Arabic diglossia and its impact on the quality of education in the Arab region. World Bank.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Marchman, V., & Bates, E. (1994). Continuity in lexical and morphological development: A test of the critical mass hypothesis. Journal of Child Language, 21, 339–366. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Meiseles, G. (1980). Educated spoken Arabic and the Arabic language continuum. Archivum Linguisticum, 11, 118–143.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Mitchell, T., & El-Hassan, S. (1994). Modality, mood, and aspect in spoken Arabic, with special reference to Egypt and the Levant. Kegan Paul International.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Mostari, H. A. (2009). What do mobiles speak in Algeria? Evidence from language. Current Issues in Language Planning, 10, 377–386. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Odlin, T. (1989). Language transfer: Cross-linguistic influence in language learning. Cambridge University Press. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Omar, M. (1973). The acquisition of Egyptian Arabic as a native language. Mouton. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Parkinson, D. (1991). Searching for modem fusha: Real life formal Arabic. Al-‘Arabiyya, 24, 31–64.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Rowe, M. L. (2012). A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary development. Child Development, 83, 1762–1774. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Saiegh-Haddad, E. (2003). Linguistic distance and initial reading acquisition: The case of Arabic diglossia. Applied Psycholinguistics, 24, 431–451. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Saiegh-Haddad, E. (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. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Saiegh-Haddad, E. (2007). Linguistic constraints on children’s ability to isolate phonemes in Arabic. Applied Psycholinguistics, 28, 607–625. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Saiegh-Haddad, E. (2012). Literacy reflexes of Arabic diglossia. In M. Leikin, M. Schwartz, & Y. Tobin (Eds.), Current issues in bilingualism: Cognitive and socio-linguistic perspectives (pp. 43–55). Springer. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Saiegh-Haddad, E. (2013). A tale of one letter: Morphological processing in early Arabic spelling. Writing Systems Research, 5, 169-188.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Saiegh-Haddad, E. (2017). Learning to read in Arabic. In L. Verhoeven & C. Perfetti (Eds.), Reading acquisition across languages and writing systems: An international handbook (pp. 127–154). Cambridge University Press. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Saiegh-Haddad, E. (2018). MAWRID: A Model of Arabic Word Reading in Development. Journal of Learning Disabilities, 51, 454–462. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Saiegh-Haddad, E. (2019). What is phonological awareness in L2? Journal of Neurolinguistics, 50, 17–27. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Saiegh-Haddad, E., (2020). The impact of linguistic distance on dyslexia in dialect speakers: The case of Arabic diglossia. In J. A. Washington, D. L. Compton, & P. McCardle (Eds.), Dyslexia: Revisiting etiology, diagnosis, treatment, and policy (pp. 90–101). Paul Brookes.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Saiegh-Haddad, E. (2022). A psycholinguistic-developmental approach to the study of reading in Arabic diglossia: Assumptions, methods, findings and educational implications. In E. Saiegh-Haddad, L. Laks, & C. McBride (Eds.), Handbook of literacy in diglossia and dialectal contexts: Psycholinguistic and educational perspectives (pp. 135–163). Springer. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Saiegh-Haddad, S., Abd-Elhai, H., & Armon-Lotem, S. (in preparation). Acquisition of Arabic noun plurals in children with TLD and DLD.
Saiegh-Haddad, E., & Everatt, J. (2017). Literacy education in Arabic. In N. Kucirkova, C. Snow, V. Grover, & C. McBride-Chang (Eds.), The Routledge international handbook of early literacy education (pp. 185–199). Routledge. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Saiegh-Haddad, E., & Ghawi-Dakwar, O. (2017). Impact of diglossia on word and non-word repetition among language impaired and typically developing Arabic native speaking children. Frontiers in Psychology, 8, 2010. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Saiegh-Haddad, E., Hadieh, A., & Ravid, D. (2012). Acquiring noun plurals in Arabic: Morphology, familiarity and pattern frequency. Language Learning, 62, 1079–1109. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Saiegh-Haddad, E., & Haj, L. (2018). Does phonological distance impact quality of phonological representations? Evidence from Arabic diglossia. Journal of Child Language, 45, 1377–1399. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Saiegh-Haddad, E., & Henkin-Roitfarb, R. (2014). The structure of Arabic language and orthography. In E. Saiegh-Haddad & R. M. Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (pp. 3–28). Springer. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Saiegh-Haddad, E., Laks, L., & McBride, C. (Eds.) (2022). Handbook of literacy in diglossia and dialectal contexts: Psycholinguistic and educational perspectives. Springer. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
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. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Saiegh-Haddad, E., & Schiff, R. (2016). The impact of diglossia on voweled and unvoweled word reading in Arabic: A developmental study from childhood to adolescence. Scientific Studies of Reading, 20, 311–324. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Saiegh-Haddad, E., Shahbari-Kassem, A., & Schiff, R. (2020). Phonological awareness in Arabic: The role of phonological distance, phonological-unit size, and SES. Reading and Writing, 33, 1649–1674. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Saiegh-Haddad, E., & Spolsky, B. (2014). Acquiring literacy in a diglossic context: Problems and prospects. In E. Saiegh-Haddad & R. M. Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (pp. 3225–240). Springer. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Saiegh-Haddad, E., & Taha, H. (2017). The role of morphological and phonological awareness in the early development of word spelling and reading in typically developing and disabled Arabic readers. Dyslexia, 23, 345–371. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Schiff, R., & Saiegh-Haddad, E. (2018). Development and Relationships Between Phonological Awareness, Morphological Awareness and Word Reading in Spoken and Standard Arabic. Frontiers in Psychology, 9, 356. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Shalhoub-Awwad, Y., & Leikin, M. (2016). The lexical status of the root in processing morphologically complex words in Arabic. Scientific Studies of Reading, 20, 296-310.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Shalhoub-Awwad, Y. (2020). The role of nominal word pattern in arabic reading acquisition: insights from cross-modal priming. Scientific Studies of Reading, 24, 307-320.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Shahbari-Kassem, A., Schiff, R., & Saiegh-Haddad, S. (submitted). Development of morphological awareness in Arabic: The role of morphological system and morphological distance. Manuscript submitted for publication.
Taha, H., & Saiegh-Haddad, E. (2017). Morphology and spelling in Arabic: Development and interface. Journal of Psycholinguistic Research, 46, 27–38. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Versteegh, K. (1997). The Arabic language. Edinburgh University Press.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Versteegh, K. (2001). The Arabic language. Edinburgh University Press.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Watson, J. (2007). The phonology and morphology of Arabic. Oxford University Press.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Windfuhr, K. L., Faragher, B., & Conti-Ramsden, G. (2002). Lexical learning skills in young children with specific language impairment (SLI). International Journal of Language & Communication Disorders, 37, 415–432. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)