Skip to main content Accessibility help
×
Hostname: page-component-76fb5796d-9pm4c Total loading time: 0 Render date: 2024-04-28T17:10:50.225Z Has data issue: false hasContentIssue false

6 - Learning to Read Arabic

Published online by Cambridge University Press:  02 October 2017

Ludo Verhoeven
Affiliation:
Radboud Universiteit Nijmegen
Charles Perfetti
Affiliation:
University of Pittsburgh
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2017

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abdelhadi, S., Ibrahim, R. & Eviatar, Z. (2011). Perceptual load in the reading of Arabic: Effects of orthographic visual complexity on detection. Writing Systems Research, 3, 117127.CrossRefGoogle Scholar
Abu-Ahmad, H., Ibrahim, R. & Share, D. L. (2014). Cognitive predictors of early reading ability in Arabic: A longitudinal study from kindergarten to grade 2. In Saiegh-Haddad, E. & Joshi, M. (Eds.), Handbook of Arabic literacy: Insights and perspectives (pp. 171194). Dordrecht: Springer.Google Scholar
Abu-Rabia, S. (1997a). The need for cross-cultural considerations in reading theory: The effects of Arabic sentence context in skilled and poor readers. Journal of Research in Reading, 20, 137147.CrossRefGoogle Scholar
Abu-Rabia, S. (1997b). Reading in Arabic orthography: The effect of vowels and context on reading accuracy of poor and skilled native Arabic readers in reading paragraphs, sentences, and isolated words. Journal of Psycholinguistic Research, 26, 465482.Google Scholar
Abu-Rabia, S. (1997c). Reading in Arabic orthography: The effect of vowels and context on reading accuracy of poor and skilled native Arabic readers. Reading and Writing, 9, 6578.CrossRefGoogle Scholar
Abu-Rabia, S. (1998). Reading Arabic texts: Effects of text type, reader type and vowelization. Reading and Writing, 10, 105119.CrossRefGoogle Scholar
Abu-Rabia, S. (1999). The effect of Arabic vowels on the reading comprehension of second- and sixth-grade native Arab children. Journal of Psycholinguistic Research, 28, 93101.CrossRefGoogle ScholarPubMed
Abu-Rabia, S. (2000). Effects of exposure to literary Arabic on reading comprehension in a diglossic situation. Reading and Writing, 13, 147157.Google Scholar
Abu-Rabia, S. (2001). The role of vowels in reading Semitic scripts: Data from Arabic and Hebrew. Reading and Writing, 14, 3959.CrossRefGoogle Scholar
Abu-Rabia, S. (2007). The role of morphology and short vowelization in reading Arabic among normal and dyslexic readers in grades 3, 6, 9, and 12. Journal of Psycholinguistic Research, 36, 89106.Google Scholar
Abu-Rabia, S. & Sammour, R. (2013). Spelling errors’ analysis of regular and dyslexic bilingual Arabic-English students. Open Journal of Modern Linguistics, 3, 5868.CrossRefGoogle Scholar
Abu-Rabia, S., Share, D. & Mansour, M. A. (2003). Word recognition and basic cognitive processes among reading-disabled and normal readers in Arabic. Reading and Writing, 16, 423442.Google Scholar
Abu-Rabia, S. & Taha, H. (2004). Reading and spelling error analysis of native Arabic dyslexic readers. Reading and Writing, 17, 651689.Google Scholar
Abu-Rabia, S. & Taha, H. (2006). Phonological errors predominate in Arabic spelling across grades 1–9. Journal of Psycholinguistic Research, 35, 167188.CrossRefGoogle ScholarPubMed
Allaith, Z. A. & Joshi, M. R. (2011). Spelling performance of English consonants among students whose first language is Arabic. Reading and Writing, 24, 10891110.Google Scholar
Al-Mannai, H. & Everatt, J. (2005). Phonological processing skills as predictors of literacy amongst Arabic speaking Bahraini children. Dyslexia, 11, 269291.CrossRefGoogle ScholarPubMed
Amara, M. H. (1995). Arabic diglossia in the classroom: Assumptions and reality. In Izre’el, S. & Drory, R. (Eds.), Language and Culture in the Near East. Israel Oriental Studies, Vol. 15 (pp.131142). Leiden: E. J. Brill.Google Scholar
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, 193208.Google Scholar
Azzam, R. (1984). Orthography and reading of the Arabic language. In Aaron, J. & Joshi, R. M. (Eds.), Reading and writing disorders in different orthographic systems (pp. 129). Dordrecht: Kluwer Academic.Google Scholar
Azzam, R. (1993). The nature of Arabic reading and spelling errors of young children. Reading and Writing, 5, 355385.Google Scholar
Badawi, E. (1973). Mustawayat al-arabiyya l-mu’assira fi misr [Levels of Modern Arabic in Egypt]. Cairo: Daral-ma’arif.Google Scholar
Basiouny, R. (2009). Arabic sociolinguistics. Edinburgh University Press.Google Scholar
Bateson, M. C. (2003). Arabic language handbook. Washington, DC: Georgetown University Press.Google Scholar
Beland, R. & Mimouni, Z. (2001). Deep dyslexia in the two languages of an Arabic–French bilingual patient. Cognition, 82, 77126.CrossRefGoogle ScholarPubMed
Blanc, H. (1960). Style variations in spoken Arabic: A sample of inter-dialectal conversation. In Ferguson, C. (Ed.), Contributions to Arabic linguistics (pp. 81158). Cambridge, MA: Harvard University Press.Google Scholar
Bokova, I. (2012, December 18). Online message delivered on the occasion of the first World Arabic Language Day. Retrieved from www.unesco.org/new/en/unesco/events/prizes-and-celebrations/celebrations/international-days/world-arabic-language-day/.Google Scholar
Boudelaa, S. (2014). Is the Arabic mental lexicon morpheme-based or stem-based? Implications for spoken and written word recognition. In Saiegh-Haddad, E. & Joshi, M. (Eds.), Handbook of Arabic literacy: Insights and perspectives (pp. 3154). Dordrecht: Springer.CrossRefGoogle Scholar
Boudelaa, S. & Marslen-Wilson, W. D. (2000). Non-concatenative morphemes in language processing: Evidence from Modern Standard Arabic. In McQueen, J. & Cutler, A. (Eds.), Proceedings of the Workshop on Spoken Word Access Processes (pp. 2326). Nijmegen: MPI for Psycholinguistics.Google Scholar
Boudelaa, S. & Marslen-Wilson, W. D. (2004). Allomorphic variation in Arabic: Implications for lexical processing and representation. Brain and Language, 90, 106116.Google Scholar
Boudelaa, S. & Marslen-Wilson, W. D. (2005). Discontinuous morphology in time: Incremental masked priming in Arabic. Language and Cognitive Processes, 20, 207260.CrossRefGoogle Scholar
Boudelaa, S. & Marslen-Wilson, W. D. (2010). Aralex: A lexical database for Modern Standard Arabic. Behavior Research Methods, 42, 481487.Google Scholar
Boudelaa, S. & Marslen-Wilson, W. D. (2011). Productivity and priming: Morphemic decomposition in Arabic. Language and Cognitive Processes, 26, 624652.Google Scholar
Boudelaa, S. & Marslen-Wilson, W. D. (2015). Structure, form, and meaning in the mental lexicon: Evidence from Arabic. Language, Cognition and Neuroscience, 30(8), 955992. DOI:10.1080/23273798.2015.1048258.Google Scholar
Dai, J., Ibrahim, R. & Share, D. L. (2013). The influence of orthographic structure on printed word learning in Arabic. Writing Systems Research, 5, 189213.Google Scholar
Daniels, P. T. (1992). The syllabic origin of writing and the segmental origin of the alphabet. In Downing, P., Lima, S. D. & Noonan, M. (Eds.), The linguistics of literacy (pp. 83110). Amsterdam: John Benjamins.Google Scholar
Eid, M. (1990). Arabic linguistics: The current scene. In Eid, M. (Ed.), Perspectives on Arabic linguistics (pp. 338). Amsterdam: John Benjamins.CrossRefGoogle Scholar
Elbeheri, G. & Everatt, J. (2007). Literacy ability and phonological processing skills amongst dyslexic and non-dyslexic speakers of Arabic. Reading and Writing, 20, 273294.Google Scholar
Elbeheri, G., Everatt, J., Mahfoudhi, A., Al-Diyar, M. A. & Taibah, N. (2011). Orthographic processing and reading comprehension among Arabic speaking mainstream and LD children. Dyslexia, 17, 123142.Google Scholar
Eviatar, Z. & Ibrahim, R. (2004). Morphological and orthographic effects on hemispheric processing of nonwords: A cross-linguistic comparison. Reading and Writing, 17, 691705.CrossRefGoogle Scholar
Eviatar, Z. & Ibrahim, R. (2007). Morphological structure and hemispheric functioning: The contribution of the right hemisphere to reading in different languages. Neuropsychology, 21, 470484.Google Scholar
Eviatar, Z. & Ibrahim, R. (2014). Why is it hard to read Arabic? In Saiegh-Haddad, E. & Joshi, M. (Eds.), Handbook of Arabic literacy: Insights and perspectives (pp. 7796). Dordrecht: Springer.Google Scholar
Eviatar, Z., Ibrahim, R. & Ganayim, D. (2004). Orthography and the hemispheres: Visual and linguistic aspects of letter processing. Neuropsychology, 18, 174184.CrossRefGoogle ScholarPubMed
Farran, L. K., Bingham, G. E. & Mathews, M. W. (2012). The relationship between language and reading in bilingual English-Arabic children. Reading and Writing, 25, 21532181.Google Scholar
Feitelson, D., Goldstein, Z., Iraqi, J. & Share, D. L. (1993). Effects of listening to story reading on aspects of literacy acquisition in a diglossic situation. Reading Research Quarterly, 28, 7179.Google Scholar
Ferguson, C. A. (1959). Diglossia. Word, 14, 4756.Google Scholar
Geva-Kleinberger, A. (2000). Aspects of the dialects of Arabic today. In Youssi, A., Benjelloun, F., Dahbi, M. & Iraqui-Sinaceur, Z. (Eds.), Proceeding of the Association International de Dialectologie Arabe 4 in Honour of Professor David Cohen (pp. 473479). Rabat: Amapatril.Google Scholar
Henkin, R. (2010). Negev Arabic: Dialectal, sociolinguistic, and stylistic variation. Semitica viva series. Wiesbaden: Otto Harrassowitz.Google Scholar
Holes, C. (2004). Modern Arabic: Structures, functions, and varieties. Washington, DC: Georgetown University Press.Google Scholar
Ibrahim, M. (1983). Linguistic distance and literacy in Arabic. Journal of Pragmatics, 7, 507515.CrossRefGoogle Scholar
Ibrahim, R. (2013). Reading in Arabic: New evidence for the role of vowel signs. Creative Education, 4, 248253.Google Scholar
Ibrahim, R. & Aharon-Peretz, J. (2005). Is literary Arabic a second language for native Arab speakers? Evidence from a semantic priming study. The Journal of Psycholinguistic Research, 34, 5170.CrossRefGoogle ScholarPubMed
Ibrahim, R. & Eviatar, Z. (2009). Language status and hemispheric involvement in reading: Evidence from trilingual Arabic speakers tested in Arabic, Hebrew, and English. Neuropsychology, 23, 240254.Google Scholar
Ibrahim, R., Eviatar, Z. & Aharon Peretz, J. (2002). The characteristics of the Arabic orthography slow its cognitive processing. Neuropsychology, 16, 322326.Google Scholar
Iddrissi, A., Prunet, J.-F. & Beland, R. (2008). On the mental representation of Arabic roots. Linguistic Inquiry, 39, 221259.Google Scholar
Jayusi, A. (2013). Developing early triliteracy: The effect of metalinguistic awareness on reading within and across three languages. Ph.D. thesis, Bar-Ilan University, Israel.Google Scholar
Kay, A. S. (1994). Formal vs. informal Arabic: Diglossia, triglossia, tetraglossia etc., polyglossia – multiglossia viewed as a continuum. Zeitschrift für Arabische Linguistik, 27, 4766.Google Scholar
Khamis-Dakwar, R. & Froud, K. (2007). Lexical processing in two language varieties: An event related brain potential study of Arabic native speakers. In Mughazy, M. (Ed.), Perspectives on Arabic linguistics XX (pp. 153166). Amsterdam: John Benjamins.Google Scholar
Khamis-Dakwar, R., Froud, K. & Gordon, P. (2012). Acquiring diglossia: Mutual influences of formal and colloquial Arabic on children’s grammaticality judgments. Journal of Child Language, 39, 129.Google Scholar
Khamis-Dakwar, R. & Machul, B. (2014). Diglossic knowledge development in typically developing native Arabic-speaking children and the development of ADAT (Arabic Diglossic Knowledge and Awareness Test). In Saiegh-Haddad, E. & Joshi, M. (Eds.), Handbook of Arabic literacy: Insights and perspectives (pp. 279300). Dordrecht: Springer.Google Scholar
Korat, O., Aram, D., Hassunha-Arafat, S., Saiegh-Haddad, E. & Hag-Yehiya Iraki, H. (2014). Mother–child literacy activities and early literacy in the Israeli Arab Family. In Saiegh-Haddad, E. & Joshi, M. (Eds.), Handbook of Arabic literacy: Insights and perspectives (pp. 323350). Dordrecht: Springer.Google Scholar
Laks, L. (2013). Passive formation in Palestinian and Standard Arabic: Lexical vs. syntactic operations. Word Structure, 6, 156180. DOI:10.3366/word.2013.0043.CrossRefGoogle Scholar
Laks, L. & Berman, R. A. (2014). A new look at diglossia: Modality-driven distinctions between spoken and written narratives in Jordanian Arabic. In Saiegh-Haddad, E. & Joshi, M. (Eds.), Handbook of Arabic literacy: Insights and perspectives (pp. 241354). Dordrecht: Springer.CrossRefGoogle Scholar
Larcher, P. (2006). Derivation. In Edzard, L. & de Jong, R. (Eds.), Encyclopedia of Arabic language and linguistics (pp. 573579). Leiden: Brill.Google Scholar
Levin, A. (1995). The grammar of the Arabic dialect of Jerusalem. Jerusalem: Magnes. [In Hebrew]Google Scholar
Levin, I., Saiegh-Haddad, E., Hende, N. & Ziv, M. (2008). Early literacy in Arabic: An intervention with Israeli Palestinian kindergarteners. Applied Psycholinguistics, 29, 413436.CrossRefGoogle Scholar
Liberman, I. Y., Shankweiler, D., Fischer, F. W. & Carter, B. (1974). Explicit segmentation of syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology, 18, 201212.Google Scholar
Maamouri, M. (1998). Language education and human development: Arabic diglossia and its impact on the quality of education in the Arab region. Paper presented at the Mediterranean Development Forum of the World Bank, Marrakech, Morocco.Google Scholar
Mahfoudhi, A., Elbeheri, G., Al-Rashidi, M. & Everatt, J. (2010). The role of morphological awareness in reading comprehension among typical and learning disabled native Arabic speakers. Journal of Learning Disabilities, 43, 500514.Google Scholar
Mahfoudhi, A., Everatt, J. & Elbeheri, G. (2011). Introduction to the special issue on literacy in Arabic. Reading and Writing, 24, 10111018.Google Scholar
McCarthy, J. (1981). A prosodic theory of non-concatenative morphology. Linguistic Inquiry, 12, 373418.Google Scholar
Meiseles, G. (1980). Educated spoken Arabic and the Arabic language continuum. Archivum Linguisticum, 11, 118143.Google Scholar
Mimouni, Z., Kehaya, E. & Jarema, G. (1998). The mental representation of singular and plural nouns in Algerian Arabic as revealed through auditory priming in agramatic aphasia patients. Brain & Language, 61, 6387.Google Scholar
Ministry of Education (2008). The new curriculum of Arabic language education for elementary school (grades 1–6). Israel: Ministry of Education. Retrieved from http://meyda.education.gov.il/files/Tochniyot_Limudim/Arabic/ChinuchLeshoni.pdf. [In Hebrew]Google Scholar
Mohamed, W., Elbert, T. & Landerl, K. (2011). The development of reading and spelling abilities in the first three years of learning Arabic. Reading and Writing, 24, 10431060.Google Scholar
Mohamed, W., Landerl, K. & Elbert, T. (2014). An epidemiological survey of specific reading and spelling disabilities in Arabic speaking children in Egypt. In Saiegh-Haddad, E. & Joshi, M. (Eds.), Handbook of Arabic literacy: Insights and perspectives (pp. 99118). Dordrecht: Springer.Google Scholar
Myhill, J. (2014). The effect of diglossia on literacy in Arabic and other languages. In Saiegh-Haddad, E. & Joshi, M. (Eds.), Handbook of Arabic literacy: Insights and perspectives (pp. 197223). Dordrecht: Springer.Google Scholar
Perea, M., Abu Mallouh, R. & Carreiras, M. (2010). The search of an input coding scheme: Transposed-letter priming in Arabic. Psychonomic Bulletin and Review, 17, 375380.CrossRefGoogle ScholarPubMed
Perfetti, C. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11, 127.Google Scholar
Prunet, J.-F., Beland, R. & Idrissi, A. (2000). The mental representation of Semitic words. Linguistic Inquiry, 4, 609648.CrossRefGoogle Scholar
Ratcliffe, R. R. (2001). What do “phonemic” writing systems represent? Written Language and Literacy, 4, 114.Google Scholar
Ravid, D. (2012). Spelling Hebrew: The psycholinguistics of Hebrew spelling. New York: Springer.Google Scholar
Rosenhouse, Y. (1990). Tendencies to nominalization in modern literary Arabic as compared with Classical Arabic. Zeitschrift für Arabische Linguistik (Z.A.L.), 22, 2343.Google Scholar
Rosenhouse, Y. (2008). Verbal Nouns. In Edzard, L. & de Jong, R. (Eds.), Encyclopedia of Arabic language and linguistics (pp. 659665). Leiden: Brill.Google Scholar
Russak, S. & Fragman, A. (2014). The development of grapho-phonemic representations among native Hebrew speakers learning Arabic as a foreign language. In Saiegh-Haddad, E. & Joshi, M. (Eds.), Handbook of Arabic literacy: Insights and perspectives (pp. 381394). Dordrecht: Springer.Google Scholar
Russak, S. & Saiegh-Haddad, E. (2011). Phonological awareness in Hebrew (L1) and English (L2) in normal and disabled readers. Reading and Writing, 24, 427440.Google Scholar
Ryan, A. & Meara, P. (1991). The case of the invisible vowels: Arabic speakers reading English words. Reading in a Foreign Language, 5, 531540.Google Scholar
Saiegh-Haddad, E. (2003). Linguistic distance and initial reading acquisition: The case of Arabic diglossia. Applied Psycholinguistics, 24, 431451.Google Scholar
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, 495512.Google Scholar
Saiegh-Haddad, E. (2005). Correlates of reading fluency in Arabic: Diglossic and orthographic factors. Reading and Writing, 18, 559582.Google Scholar
Saiegh-Haddad, E. (2007a). Linguistic constraints on children’s ability to isolate phonemes in Arabic. Applied Psycholinguistics, 28, 605625.Google Scholar
Saiegh-Haddad, E. (2007b). Epilinguistic and metalinguistic phonological awareness may be subject to different constraints: Evidence from Hebrew. First Language, 27, 385405.CrossRefGoogle Scholar
Saiegh-Haddad, E. (2011a). Phonological processing in diglossic Arabic: The role of linguistic distance. In Broselow, E. & Ouli, H. (Eds.), Perspectives on Arabic Linguistics XXII (pp. 269280). Amsterdam: John Benjamins.Google Scholar
Saiegh-Haddad, E. (2011b).The effect of exposure to Standard Arabic and linguistic distance from Spoken Arabic on lexical processing in Standard Arabic. In Aram, D. & Korat, O. (Eds.), Literacy and Language: Interaction, bilingualism, and difficulties (pp. 321336). Jerusalem: Magnes Press. [In Hebrew]Google Scholar
Saiegh-Haddad, E. (2012). Literacy reflexes of Arabic diglossia. In Leikin, M., Schwartz, M. & Tobin, Y. (Eds.), Current issues in bilingualism: Cognitive and sociolinguistic perspectives (pp. 4355). Dordrecht: Springer.Google Scholar
Saiegh-Haddad, E. (2013). A tale of one letter: Morphological processing in early Arabic spelling. Writing Systems Research, 5, 169188.Google Scholar
Saiegh-Haddad, E. & Everatt, J. (2017). Literacy Education in Arabic. In Kucirkova, N., Snow, C., Grover, V., and McBride-Chang, C. (Eds.), The Routledge International Handbook of Early Literacy Education (pp. 185199). USA: Taylor & Francis Routledge.Google Scholar
Saiegh-Haddad, E. & Geva, E. (2008). Morphological awareness, phonological awareness, and reading in English-Arabic bilingual children. Reading and Writing, 21, 481504.Google Scholar
Saiegh-Haddad, E., Hadieh, A. & Ravid, D. (2012). Acquiring noun plurals in Arabic: Morphology, familiarity, and pattern frequency. Language Learning, 62, 10791109.CrossRefGoogle Scholar
Saiegh-Haddad, E. & Haj, L. (2016). Phonological representations in the diglossic mental lexicon. Ms. in preparation.Google Scholar
Saiegh-Haddad, E. & Henkin-Roitfarb, R. (2014). The structure of Arabic language and orthography. In Saiegh-Haddad, E. & Joshi, M. (Eds.), Handbook of Arabic literacy: Insights and perspectives (pp. 328). Dordrecht: Springer.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, 23, 359384.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, 297315.Google Scholar
Saiegh-Haddad, E. & Schiff, R. (2016). The impact of diglossia on voweled and unvoweled word reading in Arabic: A developmental study from childhood to dolescence. Scientific Studies of Reading, 20, 311324.Google Scholar
Saiegh-Haddad, E. & Spolsky, B. (2014). Enhancing mother tongue literacy in diglossic Arabic: Problems and prospects. In Saiegh-Haddad, E. & Joshi, M. (Eds.), Handbook of Arabic literacy: Insights and perspectives (pp. 225240). Dordrecht: Springer.Google Scholar
Seymour, P. H. K., Aro, M. & Erskine, J. M. (2003). Foundation literacy skills in European orthographies. British Journal of Psychology, 94, 143174.Google Scholar
Share, D. & Blum, P. (2005). Syllable splitting in literate and preliterate Hebrew speakers: Onsets and rimes or bodies and codas? Journal of Experimental Child Psychology, 92, 182202.Google Scholar
Smythe, I., Everatt, J., Al-Menaye, N., He, X., Capillini, S., Gyarmathy, E. & Siegel, L. (2008). Predictors of word-level literacy amongst grade 3 children in five diverse languages. Dyslexia, 14, 170187.Google Scholar
Taha, H. (2009). The contribution of phonological versus morphological intervention to reading and spelling in Arabic: A developmental perspective. Ph.D. thesis, Bar-Ilan University, Israel.Google Scholar
Taha, H., Ibrahim, R. & Khateb, A. (2013). How does Arabic orthographic connectivity modulate brain activity during visual word recognition: An ERP study. Brain Topography, 26, 292302.Google Scholar
Taha, H. & Saiegh-Haddad, E. (2014). Linguistic intervention and spelling development in Arabic. Manuscript submitted for publication.Google Scholar
Taha, H. & Saiegh-Haddad, E. (2016a). The role of phonological versus morphological skills in the development of Arabic spelling: An intervention study. Journal of Psycholinguistic Research, 45, 507535.Google Scholar
Taha, H. & Saiegh-Haddad, E. (2016b). Morphology and spelling in Arabic: Development and interface. Journal of Psycholinguistic research. Available online.Google Scholar
Taibah, N. J. & Haynes, C. W. (2011). Contributions of phonological processing skills to reading skills in Arabic speaking children. Reading and Writing, 24, 10191042.Google Scholar
Taouk, M. & Coltheart, M. (2004). The cognitive processes involved in learning to read in Arabic. Reading and Writing, 17, 2757.Google Scholar
Treiman, R. (1983). The structure of spoken syllables: Evidence from novel word games. Cognition, 15, 4974.Google Scholar
Treiman, R. (1985). Onsets and rimes as units of spoken syllables: Evidence from children. Journal of Experimental Child Psychology, 39, 161181.Google Scholar
Treiman, R. (1988). The internal structure of the syllable. In Carlson, G. & Tanenhaus, M. (Eds.), Linguistic structure in language processing (pp. 2752). Norwell, MA: Kluwer Academic.Google Scholar
Versteegh, K. (1997). The Arabic language. Edinburgh University Press.Google Scholar
Versteegh, K. (2014). The Arabic language. 2nd edn. Edinburgh University Press.Google Scholar
Wright, W. (1898). A grammar of the Arabic language. Cambridge University Press.Google Scholar
Zozovsky, R. (2010). The impact of socioeconomic versus linguistic factors on achievement gaps between Hebrew-speaking and Arabic-speaking students in Israel in reading literacy and in mathematics and science achievement. Studies in Educational Evaluation, 36, 153161.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×