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Writing Systems Research Volume 9, 2017 - Issue 2
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Original Articles

Reading Arabic with the diacritics for short vowels: vowelised but not necessarily easy to read

Ibrahim A. AsadiDepartment of Special Education and Learning Disabilities, The Academic Arab College for Education, Haifa, Israel;The Unit for the Study of Arabic Language, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, IsraelCorrespondence[email protected]
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Pages 137-147 | Received 30 Nov 2016, Accepted 23 Oct 2017, Published online: 05 Dec 2017

Citations (9)

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Read on this site (3)

Maryse Maroun & J. Richard Hanley. (2019) Are alternative meanings of an Arabic homograph activated even when it is disambiguated by vowel diacritics?. Writing Systems Research 11:2, pages 203-211.
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Lateefeh Maroun, Raphiq Ibrahim & Zohar Eviatar. (2019) Visual and orthographic processing in Arabic word recognition among dyslexic and typical readers. Writing Systems Research 11:2, pages 142-158.
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Ibrahim A. Asadi & Raphiq Ibrahim. (2018) The Simple View of Reading Model in the Transparent and Deep Versions of Arabic Orthography. Reading Psychology 39:6, pages 537-552.
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Articles from other publishers (6)

Mirna Mattar, Carole El Akiki & Jacqueline Leybaert. (2023) Lexical processing in children with hearing impairment in oral word reading in transparent Arabic orthography. Applied Psycholinguistics, pages 1-29.
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Ghazi Algethami. (2023) The production of English monophthong vowels by Saudi L2 speakers. Poznan Studies in Contemporary Linguistics 0:0.
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Saeed Esmail, Kfir Bar & Nachum Dershowitz. (2022) How Much Does Lookahead Matter for Disambiguation? Partial Arabic Diacritization Case Study. Computational Linguistics 48:4, pages 1103-1123.
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Andreas Hallberg. (2022) Principles of variation in the use of diacritics (taškīl) in Arabic books. Language Sciences 93, pages 101482.
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Andreas Hallberg. (2022) Variation in the Use of Diacritics in Modern Typeset Standard Arabic: A Theoretical and Descriptive Framework. Arabica 69:3, pages 279-317.
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Ibrahim A. Asadi & Michal Shany. (2018) Examining the double-deficit hypothesis in vowelized-transparent Arabic in a national representative sample of Grades 3 and 4. Dyslexia 24:3, pages 234-249.
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