Cover not available
Part of
Acquisition and Development of Hebrew: From infancy to adolescence
Edited by Ruth A. Berman
[Trends in Language Acquisition Research 19] 2016
► pp. 353–386

Metalinguistic awareness in reading Hebrew L2

| Bar-Ilan University
| Bar-Ilan University

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.

Keywords: Arabic, Hebrew, morphological awareness, orthographic awareness, phonological awareness, reading comprehension, second language, word decoding
Published online: 25 August 2016
DOI logo
https://doi.org/10.1075/tilar.19.12sai
References
Abu-Rabia, S
2001 Testing the interdependence hypothesis among native adult bilingual Russian–English students. Journal of Psycholinguistic Research 30: 437–455. DOI logoGoogle Scholar
Adams, M.J
1990 Beginning to Read: Thinking and Learning about Print. Cambridge MA: The MIT Press.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
Amara, M.H
2007 Teaching Hebrew to Palestinian pupils in Israel. Current Issues in Language Planning 8: 243-257 DOI logoGoogle 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. DOI logoGoogle Scholar
August, D. & Hakuta, K
(eds) 1998 Educating Language Minority Children. Washington DC: National Academy Press.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
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. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle Scholar
Bar-On, A. & Ravid, D
2011 Morphological analysis in learning to read pseudowords in Hebrew. Applied Psycholinguistics 32: 553–581. DOI logoGoogle 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. DOI logoGoogle Scholar
Berman, R.A
1978 Contrastive analysis revisited: Obligatory, systematic, and incidental differences between languages. Interlanguage Studies Bulletin 3: 212-233.Google Scholar
1985 Acquisition of Hebrew. Mahwah NJ: Lawrence Erlbaum Associates.Google Scholar
1997 Israeli Hebrew. In The Semitic Languages, R. Hetzron (ed.), 312-333. London: Routledge.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
Berman, R.A. & Ravid, D
2000 Research in acquisition of Israeli Hebrew and Palestinian Arabic. Hebrew Studies 41: 83-98. DOI logoGoogle 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. DOI logoGoogle Scholar
Brittain, M
1970 Inflectional performance and early reading achievement. Reading Research Quarterly 6: 34–48. DOI logoGoogle 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. DOI logoGoogle Scholar
Carlisle, J.F
1988 Knowledge of derivational morphology and spelling ability in fourth, sixth and eighth grades. Applied Psycholinguistics 9: 247–266. DOI logoGoogle 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
2000 Awareness of the structure and meaning or morphologically complex words: Impact on reading. Reading and Writing: An Interdisciplinary Journal 12: 169–190. DOI logoGoogle Scholar
Carlisle, J.F. & Nomanbhoy, D
1993 Phonological and morphological awareness in first graders. Applied Psycholinguistics 14: 177–195. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle 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
1991 Interdependence of first-language second-language proficiency in bilingual children. In Language Processing in Bilingual Children, E. Bialystok (ed.). Cambridge: CUP. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle Scholar
2003 Language proficiency and reading ability in first- and second language learners. Reading Research Quarterly 38: 78–103. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle 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
2005 Learning to read words: Theory, findings, and issues. Scientific Studies of Reading 9: 167–188. DOI logoGoogle 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. DOI logoGoogle Scholar
Ferguson, C.A
1959 Diglossia. Word 15: 325-340. DOI logoGoogle 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
Garcia, G.E
1991 Factors influencing the English reading test performance of Spanish-speaking Hispanic children. Reading Research Quarterly 26: 371–392. DOI logoGoogle Scholar
Gass, S.M. & Selinker, L
1994 Second Language Acquisition. Hillsdale NJ: Lawrence Erlbaum Associates.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
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
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
2014 Introduction: The cross-language transfer journey – a guide to the perplexed. Written Language and Literacy 17: 1-15. DOI logoGoogle 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. DOI logoGoogle 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
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
1997 Development of reading efficiency in first and second language. Scientific Studies of Reading 1: 119–144. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle Scholar
Gottardo, A
2002 The relationship between language and reading skills in Spanish–English speakers. Topics in Language Disorders 22: 46–70. DOI logoGoogle Scholar
Gottardo, A., Javier, C., Farnia, F., Mak, L. & Geva, E
2014 Bidirectional cross-linguistic relations of first and second language skills in reading comprehension of Spanish-speaking English learners. Written Language & Literacy 17: 62-88. DOI logoGoogle 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. DOI logoGoogle 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 DOI logoGoogle Scholar
Gough, P.B. & Tunmer, W.E
1986 Decoding, reading, and reading disability. Remedial and Special Education 7: 6–10. DOI logoGoogle 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
Hayes, A.F
2013 Introduction to Mediation, Moderation, and Conditional Process Analysis. New York NY: Guilford.Google Scholar
Hoover, W.A. & Gough, P.B
1990 The simple view of reading. Reading and Writing: An Interdisciplinary Journal 2: 127–160. DOI logoGoogle 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. DOI logoGoogle 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
Kahn-Horwitz, J., Kuash, S., Ibrahim, R. & Schwartz, M
2014 How do previously acquired languages affect acquisition of English as a foreign language: The case of Circassian. Written Language & Literacy 17: 40-61. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle Scholar
Koda. K
2000 Cross-linguistic variations in L2 morphological awareness. Applied Psycholinguistics 21: 297-320. DOI logoGoogle Scholar
Koda, K
2005 Insights into Second Language Reading. Cambridge: Cambridge University Press. DOI logoGoogle 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
Kruk, R.S. & Bergman, K
2013 The reciprocal relationships between morphological awareness and reading. Journal of Experimental Child Psychology 114: 10-34. DOI logoGoogle Scholar
Kuo, Y.-M. & Anderson, R.C
2003 Development of morphological awareness in Chinese and English. Reading & Writing: An Interdisciplinary Journal 16: 399-422. DOI logoGoogle Scholar
Lado, R
1957 Linguistics Across Cultures. Ann Arbor MI: University of Michigan Press.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. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle 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
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. DOI logoGoogle Scholar
Perfetti, C.A
1985 Some reasons to save the grapheme and the phoneme. Commentary in Brain and Behavior Sciences: 8(4).Google Scholar
2007 Reading ability: Lexical quality to comprehension. Scientific Studies of Reading 11: 357-383. DOI logoGoogle 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
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. DOI logoGoogle Scholar
Perfetti, C. & Liu, Y
2005 Orthography to phonology and meaning: Comparisons across and within writing systems. Reading and Writing 18: 193-210. DOI logoGoogle Scholar
Perfetti, C. & Stafura, J
2014 Word knowledge in a theory of reading comprehension. Scientific Studies of Reading 18: 22-37. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle Scholar
2006 Word-level morphology: A psycholinguistic perspective on linear formation in Hebrew nominals. Morphology 16: 127-148. DOI logoGoogle Scholar
2012 Spelling Morphology: The Psycholinguistics of Hebrew Spelling. Dordrecht: Springer. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle Scholar
2009 Morpho-phonological categories of noun plurals in Hebrew: A developmental study. Linguistics 47: 45-63. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle Scholar
Saiegh-Haddad, E
2003 Linguistic distance and initial reading acquisition: The case of Arabic diglossia. Applied Psycholinguistics 24: 431–451. DOI logoGoogle 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. DOI logoGoogle Scholar
2007 Linguistic constraints on children’s ability to isolate phonemes in Arabic. Applied Psycholinguistics 28: 605–625. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle Scholar
2013 A tale of one letter: Morphological processing in early Arabic spelling. Writing Systems Research 5: 169-188. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle Scholar
Saiegh-Haddad, E., Hadieh, A. & Ravid, D
2012 Acquiring noun plurals in Arabic:Morphology, familiarity and pattern frequency. Language Learning 62: 1079-1109. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle Scholar
Schwarzwald, O
2001 Modern Hebrew. Munich: Lincom.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. DOI logoGoogle Scholar
Seymour, P.H.K., Aro, M. & Erskine, J.M
2003 Foundation literacy skills in European orthographies. British Journal of Psychology 94: 143–174. DOI logoGoogle 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 DOI logoGoogle Scholar
Share, D.L
1995 Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition 55: 151–218. DOI logoGoogle 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
Shatil, E
1997 Predicting Reading Ability: Evidence for Cognitive Modularity. PhD dissertation, University of Haifa.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. DOI logoGoogle 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. DOI logoGoogle Scholar
Snow, C.E., Burns, S. & Griffin, P
(eds) 1998 Preventing Reading Difficulties in Young Children. Washington DC: National Academy Press.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. DOI logoGoogle Scholar
Stanovich, K.E. & West, R.F
1989 Exposure to print and orthographic processing. Reading Research Quarterly 24: 402 – 433. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle Scholar
2011 Words with and without internal structure: What determines the nurture of orthographic and morphological processing? Cognition 118: 141–156. DOI logoGoogle Scholar
Verhoeven, L
1990 Acquisition of reading in a second language. Reading Research Quarterly 25: 90–114. DOI logoGoogle Scholar
2000 Components in early second language reading and spelling. Scientific Studies of Reading 4: 313–330. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle Scholar
2000 Processing novel phonemic contrasts in the acquisition of L2 word reading. Scientific Studies of Reading 4: 295-311. DOI logoGoogle 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. DOI logoGoogle Scholar
Wang, M. & Geva, E
2003 Spelling acquisition of novel English phonemes in Chinese children. Reading & Writing: An Interdisciplinary Journal 16: 325-348. DOI logoGoogle 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. DOI logoGoogle Scholar
Wang, M., Perfetti, C. & Liu, Y
2005 Chinese-English bilioteracy acquisition: Cross-language and writing system transfer. Cognition 97: 67-88. DOI logoGoogle Scholar
Wechsler, D.A
1974 Wechsler Intelligence Scale for Children-Revised. San Antonio TX: Psychological Corp.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. DOI logoGoogle 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. DOI logoGoogle Scholar
Cited by

Cited by 2 other publications

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
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

This list is based on CrossRef data as of 15 september 2023. 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.