[1] |
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, 117-127.
http://dx.doi.org/10.1093/wsr/wsr014 |
|
[2] |
Abd El-Minem, I. M. (1987). Elm al-Sarf. Jerusalem: Al-Taufik Press [In Arabic]. |
|
[3] |
Abu-Ahmed, H., M. A. (2008). Predictors of Early Reading Ability in Arabic: A Longitudinal Study from Kindergarten to Grade 2. University of Haifa, Faculty of Education, Department of Learning Disabilities. |
|
[4] |
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, 93-101.
http://dx.doi.org/10.1023/A:1023291620997 |
|
[5] |
Abu-Rabia, S. (2000a). Effects of Exposure to Literary Arabic on Reading Comprehension in a Diglossic Situation. Reading and Writing: An Interdisciplinary Journal, 13, 147-157.
http://dx.doi.org/10.1023/A:1008133701024 |
|
[6] |
Abu-Rabia, S. (2000b). Dyslexia. Nazareth: Al-Nahda Publications [In Arabic] |
|
[7] |
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, 423-442.
http://dx.doi.org/10.1023/A:1024237415143 |
|
[8] |
Adams, M. J. (1991). Beginning to Read: Thinking and Learning about Print. Cambridge, MA: MIT. |
|
[9] |
Aikens, N. L., & Barbarin, O. (2008). Socioeconomic Differences in Reading Trajectories: The Contribution of Family, Neighborhood, and School Contexts. Journal of Educational Psychology, 100, 235-251.
http://dx.doi.org/10.1037/0022-0663.100.2.235 |
|
[10] |
Al-Mannai, H. A., & Everatt, J. (2005). Phonological Processing Skills as Predictors of Literacy amongst Arabic Speaking Bahraini School Children. Dyslexia, 11, 269-291.
http://dx.doi.org/10.1002/dys.303 |
|
[11] |
Ayari, S. (1996). Diglossia and Illiteracy in the Arab World 1. Language, Culture and Curriculum, 9, 243-253.
http://dx.doi.org/10.1080/07908319609525233 |
|
[12] |
Bentin, S., Deutsch, A., & Liberman, I. Y. (1990). Syntactic Competence and Reading Ability in Children. Journal of Experimental Child Psychology, 49, 147-172.
http://dx.doi.org/10.1016/0022-0965(90)90053-B |
|
[13] |
Bowey, J. A. (1986a). Syntactic Awareness and Verbal Performance from Preschool to Fifth Grade. Journal of Psycholinguistic Research, 15, 285-308.
http://dx.doi.org/10.1007/BF01067676 |
|
[14] |
Bowey, J. A. (1986b). Syntactic Awareness in Relation to Reading Skill and Ongoing Reading Comprehension Monitoring. Journal of Experimental Child Psychology, 41, 282-299.
http://dx.doi.org/10.1016/0022-0965(86)90041-X |
|
[15] |
Cain, K., Oakhill, J. V., Barnes, M. A., & Bryant, P. E. (2001). Comprehension Skill, Inference-Making Ability, and Their Relation to Knowledge. Memory & Cognition, 29, 850-859.
http://dx.doi.org/10.3758/BF03196414 |
|
[16] |
Caravolas, M., Volin, J., & Hulme, C. (2005). Phoneme Awareness Is a Key Component of Alphabetic Literacy Skills in Consistent and Inconsistent Orthographies: Evidence from Czech and English Children. Journal of Experimental Child Psychology, 92, 107-139. |
|
[17] |
Castles, A., & Coltheart, M. (2004). Is There a Causal Link from Phonological Awareness to Success in Learning to Read? Cognition, 91, 77-111
http://dx.doi.org/10.1016/S0010-0277(03)00164-1 |
|
[18] |
Cohen, J. (1977). Statistical Power Analysis for the Behavioral Sciences. New Jersy: Lawrence Erlbaum Associates, Inc. |
|
[19] |
Cunningham, A. E., & Stanovich, K. E. (1997). Early Reading Acquisition and Its Relation to Reading Experience and Ability 10 Years Later. Developmental Psychology, 33, 934-945.
http://dx.doi.org/10.1037/0012-1649.33.6.934 |
|
[20] |
Eviatar, Z., & Ibrahim, R. (2001). Bilingual Is as Bilingual Does: Meta-Linguistic Abilities of Arabic-Speaking Children. Applied Psycholinguistics, 21, 451-471. |
|
[21] |
Eviatar, Z., Ibrahim, R., & Ganayim, D. (2004). Orthography and the Hemispheres: Visual and Linguistic Aspects of Letter Processing. Neuropsychology, 18, 174-184.
http://dx.doi.org/10.1037/0894-4105.18.1.174 |
|
[22] |
Gough, P. B., & Tunmer, W. E. (1986). Decoding, Reading, and Reading Disability. Remedial and Special Education, 7, 6-10.
http://dx.doi.org/10.1177/074193258600700104 |
|
[23] |
Hackman, D. A., Farah, M. J., & Meaney, M. J. (2010).Socioeconomic Status and the Brain: Mechanistic Insights from Human and Animal Research. Nature Reviews Neuroscience, 11, 651-659.
http://dx.doi.org/10.1038/nrn2897 |
|
[24] |
Hanley, J. R. (2005). Learning to Read in Chinese. In M. J. Snowling, & C. Hulme (Eds.), The Science of Reading: A Handbook (pp. 316-335).Oxford: Blackwell.
http://dx.doi.org/10.1002/9780470757642.ch17 |
|
[25] |
Hoover, W. A., & Gough, P. B. (1990). The Simple View of Reading. Reading and Writing, 2, 127-160.
http://dx.doi.org/10.1007/BF00401799 |
|
[26] |
Huggins, A. W. F. (1977). Syntactic Aspects of Reading Comprehension. Cambridge, MA: Bolt Beranek and Newman. |
|
[27] |
Hussien, A. M. (2014a). Reading Arabic Shallow and Deep Genres in the Fifth and Tenth Grades: Indispensable Variables to Science of Reading. Journal of Education and Learning, 3, 60-69.
http://dx.doi.org/10.5539/jel.v3n1p60 |
|
[28] |
Hussien, A. M. (2014 b). The Indicating Factors of Oral Reading Fluency of Monolingual and Bilingual Children in Egypt. International Education Studies, 7, 75-90.
http://dx.doi.org/10.5539/ies.v7n2p75 |
|
[29] |
Khamis-Dakwar, R., & Froud, K. (2007). Lexical Processing in Two Language Varieties: An Event Related Brain Potential Study of Arabic Native Speakers. In M. Mughazy (Ed.), Perspectives on Arabic Linguistics XX (pp.153-166). Amsterdam: John Benjamins.
http://dx.doi.org/10.1075/cilt.290.13kha |
|
[30] |
Khamis-Dakwar, R., & Makhoul, B. (2014). Meta-Linguistic Awareness Development and Its Implications for Language Learning Disability Assessment. In: E. Saiegh-Haddad, & R. M. Joshi (Eds.), Handbook of Literacy in Arabic (pp. 279-300). Springer: The Netherlands.
http://dx.doi.org/10.1007/978-94-017-8545-7_13 |
|
[31] |
Ibrahim, R., Eviatar, Z., & Aharon-Peretz, J. (2002). The Characteristics of the Arabic Orthography Slow Its Cognitive Processing. Neuropsychology, 16, 322-326.
http://dx.doi.org/10.1037/0894-4105.16.3.322 |
|
[32] |
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, 51-70.
http://dx.doi.org/10.1007/s10936-005-3631-8 |
|
[33] |
Ibrahim, R., Eviatar, Z., & Aharon-Peretz, J. (2007). Meta-Linguistic Awareness and Reading Performance: A Cross Language Comparison. The Journal of Psycholinguistic Research, 36, 297-317.
http://dx.doi.org/10.1007/s10936-006-9046-3 |
|
[34] |
Ibrahim, R. (2009). The Cognitive Basis of Diglossia in Arabic: Evidence from a Repetition Priming Study within and between Languages. Psychology Research and Behavior Management, 12, 95-105. |
|
[35] |
Jednorog, K., Altarelli, I., Monzalvo, K., Fluss, J., Dubois, J., Billard, C., & Ramus, F. (2012). The Influence of Socioeconomic Status on Children’s Brain Structure. PLoS ONE, 7, e42486.
http://dx.doi.org/10.1371/journal.pone.0042486 |
|
[36] |
LDAA-Learning Disabilities Association of Alberta (2009). Reading Readiness Screening Tool: Teacher Instructions (Draft 6.3). Alberta: LDAA. |
|
[37] |
Lonigan, C. J., Burgess, S. R., & Anthony, J. L. (2000). Development of Emergent Literacy and Early Reading Skills in Preschool Children: Evidence from a Latent-Variable Longitudinal Study. Developmental Psychology, 36, 596-613.
http://dx.doi.org/10.1037/0012-1649.36.5.596 |
|
[38] |
Lundberg, I., Larsman, P., & Strid, A. (2012). Development of Phonological Awareness during the Preschool Year: The Influence of Gender and Socio-Economic Status. Reading and Writing, 25, 305-320.
http://dx.doi.org/10.1007/s11145-010-9269-4 |
|
[39] |
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.
http://dx.doi.org/10.1017/S0305000900009302 |
|
[40] |
Mahfoudhi, A., Everatt, J., & Elbeheri, G. (2011). Introduction to the Special Issue on Literacy in Arabic. Reading and Writing: An Interdisciplinary Journal, 24, 1011-1018.
http://dx.doi.org/10.1007/s11145-011-9306-y |
|
[41] |
Mahfoudhi, A., Elbeheri, G., Al-Rashidi, M., & Everatt, J. (2010). The Role of Morphology Awareness in Reading Comprehension among Typical and Learning Disabled Native Arabic Speakers. Journal of Learning Disabilities, 43, 500-514.
http://dx.doi.org/10.1177/0022219409355478 |
|
[42] |
Makhoul, B. (2006). Investigating Arabic Reading Acquisition in a Constructed Tutoring Environment. Jerusalem: The Hebrew University of Jerusalem. (In Hebrew) |
|
[43] |
Makhoul, B., Eskandar, A., Ibrahim, G., & Hijazy, M. (2010). Arabic Is Our Language for First Grade. Tel-Aviv: Center for Educational Technology (CET). (In Arabic) |
|
[44] |
Makhoul, B., & Ibrahim, R. (2012). Investigating Arabic Reading Acquisition in 1st Grade Following the Interactive Model. Haifa: University of Haifa and Center for Educational Technology. (In Hebrew) |
|
[45] |
Makhoul, B., Olstein, E., & Ibrahim, R. (2013). Investigating Reading and Writing Process in Arabic Considering the Interactive Model in 2nd-6th Grades: A Cross Sectional Study. Tel-Aviv: The Mofet Institute. (In Hebrew) |
|
[46] |
McBride-Chang, C., Wagner, R. K., Muse, A., Chow, B. W. Y., & Shu, H. (2005). The Role of Morphological Awareness in Children’s Vocabulary Acquisition in English. Applied Psycholinguistics, 26, 415-435.
http://dx.doi.org/10.1017/S014271640505023X |
|
[47] |
Mohamed, W., Elbert, T., & Landerl, K. (2011). The Development of Reading and Spelling Abilities in the First 3 Years of Learning Arabic. Reading and Writing, 24, 1043-1060.
http://dx.doi.org/10.1007/s11145-010-9249-8 |
|
[48] |
Morgan, P. L., Farkas, G., Hillemeier, M. M., & Maczuga, S. (2009). Risk Factors for Learning-Related Behavior Problems at 24 Months of Age: Population-Based Estimates. Journal of Abnormal Child Psychology, 37, 401-413.
http://dx.doi.org/10.1007/s10802-008-9279-8 |
|
[49] |
Morgan, P. L., Farkas, G., Hillemeier, M. M., & Maczuga, S. (2012). Are Minority Children Disproportionately Represented in Early Intervention and Early Childhood Special Education? Educational Researcher, 41, 339-351.
http://dx.doi.org/10.3102/0013189X12459678 |
|
[50] |
Mutlak-Abu Dahud, R. (2010). The Development of Morphological Abilities among Arab Children from 1st Grade to 10th Grade. Haifa: University of Haifa. (In Hebrew) |
|
[51] |
Nation, K., & Snowling, M. J. (1998). Individual Differences in Contextual Facilitation: Evidence from Dyslexia and Poor Reading Comprehension. Child Development, 69, 996-1011.
http://dx.doi.org/10.1111/j.1467-8624.1998.tb06157.x |
|
[52] |
Nation, K., & Snowling, M. J. (1998b). Semantic Processing and the Development of Word-Recognition Skills: Evidence from Children with Reading Comprehension Difficulties. Journal of Memory and Language, 39, 85-101.
http://dx.doi.org/10.1006/jmla.1998.2564 |
|
[53] |
Nation, K., & Snowling, M. J. (2004). Beyond Phonological Skills: Broader Language Skills Contribute to the Development of Reading. Journal of Research in Reading, 27, 342-356.
http://dx.doi.org/10.1111/j.1467-9817.2004.00238.x |
|
[54] |
National Institute for Literacy (2008). Developing Early Literacy: Report of the Early Literacy Panel: A Scientific Synthesis of Early Literacy Development and Implications for Intervention. Jessup, MD: National Institute for Literacy. |
|
[55] |
Perfetti, C. A., & Bolger, D. J. (2004). The Brain Might Read That Way. Scientific Studies of Reading, 8, 293-304.
http://dx.doi.org/10.1207/s1532799xssr0803_7 |
|
[56] |
Perfetti, C. A., Landi, N., & Oakhill, J. (2004). The Acquisition of Reading Comprehension Skill. In M. J. Snowling, & C. Hulme (Eds.), The Science of Reading: A Handbook (pp. 227-247). Oxford: Blackwell. |
|
[57] |
Perfetti, C. (2010). Decoding, Vocabulary, and Comprehension. The Golden Triangle of Reading Skill. In M. G. McKeown, & L. Kucan (Eds.), Bringing Reading Research to Life (pp. 291-302). New York: Guilford. |
|
[58] |
Pianta, R. C., & Cox, M. J. (1999). The Transition to Kindergarten. A Series from the National Center for Early Development and Learning, York, PA: Paul H. Brookes Publishing Company, Maple Press Distribution Center. |
|
[59] |
Ramey, S. L., & Ramey, C. T. (1999). The Transition to School for “At-Risk” Children. In R. C. Pianta, & M. J. Cox (Eds.), The Transition to Kindergarten (pp. 217-251). Baltimore, MD: Paul H. Brookes. |
|
[60] |
RAND Reading Study Group (2002). Reading for Understanding, toward an R&D Program in Reading Comprehension. Santa Monica, CA: RAND. |
|
[61] |
Rosenthal, R., & Rosnow, R. L. (1984). Essentials of Behavioral Research: Methods and Data Analysis. New York: McGraw-Hill. |
|
[62] |
Saiegh-Haddad, E. (2008). On the Challenges That Diglossia Poses to the Acquisition of Basic Literacy Skills in Arabic. Literacy and Language, 1, 105-126. (In Hebrew). |
|
[63] |
Saiegh-Haddad, E. (2003). Linguistic Distance and Initial Reading Acquisition: The Case of Arabic Diglossia. Applied Psycholinguistics, 24, 431-451.
http://dx.doi.org/10.1017/S0142716403000225 |
|
[64] |
Saiegh-Haddad, E. (2004). The Impact of Phonemic and Lexical Distance on the Phonological Analysis of Words and Pseudo-Words in a Diglossic Context. Applied Psycholinguistics, 25, 495-512.
http://dx.doi.org/10.1017/S0142716404001249 |
|
[65] |
Saiegh-Haddad, E. (2005). Correlates of Reading Fluency in Arabic Diglossic and Orthographic Factors. Reading and Writing, 18, 559-582.
http://dx.doi.org/10.1007/s11145-005-3180-4 |
|
[66] |
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.
http://dx.doi.org/10.1007/s11145-007-9074-x |
|
[67] |
Saiegh-Haddad, E. & Henkin-Roitfarb, R. (2014). The Structure of Arabic Language and Orthography. In E. Saiegh-Haddad, & M. Joshi (Eds.), Handbook of Arabic Literacy. Springer: The Netherlands. |
|
[68] |
Salami, N., Ibrahim, R. & Shany, M. (Submitted). The Contribution of Presentation of Text in Spoken Arabic to Text Comprehension in Literary Arabic: A Developmental Study from 1st Grade to 6th Grade. (In Press) |
|
[69] |
Share, D. L. (1995). Phonological Recoding and Self-Teaching: Sine Qua Non of Reading Acquisition. Cognition, 55, 151-121.
http://dx.doi.org/10.1016/0010-0277(94)00645-2 |
|
[70] |
Share, D. L. (1999). Phonological Recoding and Orthographic Learning: A Direct Test of the Self-Teaching Hypothesis. Journal of Experimental Child Psychology, 72, 95-129.
http://dx.doi.org/10.1006/jecp.1998.2481 |
|
[71] |
SISA—Simple Interactive Statistical Analysis (2013) Correlations.
http://www.quantitativeskills.com/sisa/statistics/correl.htm |
|
[72] |
State of Israel Ministry of Education (2009). Arabic Language Curriculum: Language, Literature and Culture for Elementary School.
http://meyda.education.gov.il/files/Tochniyot_Limudim/Arabic/ChinuchLeshoni.pdf |
|
[73] |
Taha, H. Y. (2013). Reading and Spelling in Arabic: Linguistic and Orthographic Complexity. Theory and Practice in Language Studies, 3, 721-727.
http://dx.doi.org/10.4304/tpls.3.5.721-727 |
|
[74] |
Taibah, N. J., & Haynes, C. W. (2011). Contributions of Phonological Processing Skills to Reading Skills in Arabic Speaking Children. Reading and Writing, 24, 1019-1042.
http://dx.doi.org/10.1007/s11145-010-9273-8 |
|
[75] |
Tomasello, M. (2000). The Item-Based Nature of Children’s Early Syntactic Development. Trends in Cognitive Science, 4, 156-160.
http://dx.doi.org/10.1016/S1364-6613(00)01462-5 |
|
[76] |
Verhoeven, L., & Perfetti, C. A. (2011). Introduction to This Special Issue: Vocabulary Growth and Reading Skill. Scientific Studies of Reading, 15, 1-7.
http://dx.doi.org/10.1080/10888438.2011.536124 |
|
[77] |
Ziegler, J. C., Bertrand, D., Toth, D., Csepe, V., Reis, A., Faisca, L., & Blomert, L. (2010). Orthographic Depth and Its Impact on Universal Predictors of Reading a Cross-Language Investigation. Psychological Science, 21, 551-559
http://dx.doi.org/10.1177/0956797610363406 |
|
[78] |
Zuzovsky, 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 Achievements. Studies in Educational Evaluation, 36, 153-161.
http://dx.doi.org/10.1016/j.stueduc.2011.02.004 eww150105lx |