Citations (27)
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George K. Georgiou, Ana Paula Alves Vieira, Kyriakoula M. Rothou, John R. Kirby, Andrea Antoniuk, Dalia Martinez & Kan Guo. (2023) A Meta-analysis of Morphological Awareness Deficits in Developmental Dyslexia. Scientific Studies of Reading 27:3, pages 253-271.
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Smail Layes, Mahmoud Guendouz, Robert Lalonde & Mohamed Rebai. (2022) Combined Phonological Awareness and Print Knowledge Training Improves Reading Accuracy and Comprehension in Children with Reading Disabilities. International Journal of Disability, Development and Education 69:4, pages 1185-1199.
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Elsayed E. A. Hassanein, Evelyn S. Johnson, Yousef M. Alshaboul, Sayed R. Ibrahim & Ahmed M. Megreya. (2022) Examining Factors That Predict Arabic Word Reading in First and Second Graders. Reading & Writing Quarterly 38:1, pages 51-66.
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Elsayed E. A. Hassanein, Evelyn S. Johnson, Yousef Alshaboul, Sayed Ibrahim, Ahmed Megreya, Maha Al-Hendawi & Asma Al-Attiyah. (2021) Developing a Test of Early Arabic Literacy Skills. Reading Psychology 42:3, pages 241-263.
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Haneen Wattad & Salim Abu Rabia. (2020) The Advantage of Morphological Awareness Among Normal and Dyslexic Native Arabic Readers: A Literature Review. Reading Psychology 41:3, pages 130-156.
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Smail Layes, Robert Lalonde & Mohamed Rebai. (2019) Effects of an Adaptive Phonological Training Program on Reading and Phonological Processing Skills in Arabic-Speaking Children With Dyslexia. Reading & Writing Quarterly 35:2, pages 103-117.
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Articles from other publishers (21)
Ibrahim A. Asadi, Vered Vaknin‑Nusbaum & Haitham Taha. (2023) The Role of Morphological Decomposition in Reading Complex Words in Arabic in Elementary School Years. Journal of Psycholinguistic Research 52:6, pages 2863-2876.
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Redab Al‐Janaideh, Sana Tibi, Alexandra Gottardo, Johanne Paradis & Xi Chen. (2023) Morphology and Reading Skills in Arabic‐Speaking Syrian Refugee Children. Reading Research Quarterly 58:3, pages 391-405.
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Smail Layes, Sana Tibi, Marjolaine Cohen & Linda Lombardino. (2023) Rapid Automatized Naming and Visual Searching in Arabic-Speaking Children With and Without Dyslexia: The Potential Effect of Color. Learning Disability Quarterly, pages 073194872311765.
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Ibrahim A. Asadi, Ronen Kasperski & Miri Sarid. (2023) The cumulative effect of socioeconomic status and dyslexia on linguistic, cognitive and reading skills among Arabic‐speaking children. Dyslexia 29:2, pages 78-96.
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Jasmeen Mansour-Adwan, Yasmin Shalhoub-Awwad, Ravit Cohen-Mimran & Asaid Khateb. (2023) Reading in kindergarten Arabic-speaking children with low linguistic skills: A longitudinal study. Applied Psycholinguistics, pages 1-27.
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Nouf Bin Sawad, Jeremy M. Law, Sana Tibi & Karen Boese. (2022) Arabic metalinguistic knowledge predicts reading comprehension: A scoping review. Frontiers in Communication 7.
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Smail Layes, Marjolaine Cohen & Sietske van Viersen. (2022) The triple-deficit hypothesis in Arabic: Evidence from children with and without dyslexia. Applied Psycholinguistics, pages 1-28.
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George K. Georgiou, Dalia Martinez, Ana Paula Alves Vieira, Andrea Antoniuk, Sandra Romero & Kan Guo. (2021) A meta-analytic review of comprehension deficits in students with dyslexia. Annals of Dyslexia 72:2, pages 204-248.
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Smail Layes & Torkia Bouakkaz. (2022) Predicting word and pseudoword reading in Arabic‐speaking children: the independent contributions of phonological and morphological awareness and visual attention. British Journal of Special Education 49:2, pages 230-260.
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Salim Abu Rabia & Haneen Wattad. (2021) The lexical status of verbs among typical and dyslexic native Arabic readers: a developmental model. Annals of Dyslexia 72:1, pages 97-124.
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Smail Layes, Amel Kaddouri, Robert Lalonde & Mohamed Rebai. (2021) Effects of Morphological Awareness Training on Reading Accuracy in Children with Dyslexia and its Transfer Effect on Phonological Awareness. Journal of International Special Needs Education 24:2, pages 66-75.
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Paula Outón & María José Ferraces. (2021) Rapid serial naming: Developmental trajectory and relationship with the Bangor Dyslexia Test in Spanish students. Dyslexia 27:3, pages 325-341.
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Vered Vaknin-Nusbaum & Elinor Saiegh-Haddad. (2020) The contribution of morphological awareness to reading comprehension in Arabic-speaking second graders. Reading and Writing 33:10, pages 2413-2436.
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Carole El Akiki & Alain Content. (2020) Early Sensitivity to Morphology in Beginning Readers of Arabic. Frontiers in Psychology 11.
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Hosam Al-Samarraie, Samer Muthana Sarsam, Ahmed Ibrahim Alzahrani & Nasser Alalwan. (2019) Reading text with and without diacritics alters brain activation: The case of Arabic. Current Psychology 39:4, pages 1189-1198.
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Sana Tibi, Ashley A. Edwards, Christopher Schatschneider & John R. Kirby. (2020) Predicting Arabic word reading: A cross-classified generalized random-effects analysis showing the critical role of morphology. Annals of Dyslexia 70:2, pages 200-219.
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Ying Zhao, Yahua Cheng & Xinchun Wu. (2019) Contributions of morphological awareness and rapid automatized naming (RAN) to Chinese children’s reading comprehension versus reading fluency: evidence from a longitudinal mediation model. Reading and Writing 32:8, pages 2013-2036.
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Ying Zhao, Xinchun Wu, Peng Sun, Ruibo Xie, Jie Feng & Hongjun Chen. (2019) The relationship between morphological awareness and reading comprehension among Chinese children: evidence from multiple mediation models. Learning and Individual Differences 72, pages 59-68.
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Sana Tibi & John R. Kirby. (2019) Reading in Arabic: How Well Does the Standard Model Apply?. Journal of Speech, Language, and Hearing Research 62:4, pages 993-1014.
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SANA TIBI, JAMIE L. TOCK & JOHN R. KIRBY. (2018) The development of a measure of root awareness to account for reading performance in the Arabic language: A development and validation study. Applied Psycholinguistics 40:2, pages 303-322.
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Kevin Kien Hoa Chung, Jason C. M. Lo & Catherine McBride. (2018) Cognitive-linguistic profiles of Chinese typical-functioning adolescent dyslexics and high-functioning dyslexics. Annals of Dyslexia 68:3, pages 229-250.
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