Predicting Reading in Vowelized and Unvowelized Arabic Script: An Investigation of Reading in First and Second Grades

References

• Abu-Rabia, S. (2001). The role of vowels in reading Semitic scripts: Data from Arabic and Hebrew. Reading and Writing: An Interdisciplinary Journal, 14(1), 39–59. doi:10.1023/A:1008147606320
   Web of Science ®Google Scholar
• Abu-Rabia, S., Share, D., & Mansour, M. (2003). Word recognition and basic cognitive processing among reading disabled and normal readers in Arabic. Reading and Writing: An Interdisciplinary Journal, 16(5), 423–442. doi:10.1023/A:1024237415143
   Google Scholar
• Al-Mannai, H., & Everatt, J. (2005). Phonological processing skills as predictors of literacy amongst Arabic speaking Bahraini children. Dyslexia, 11(4), 269–291. doi:10.1002/dys.303
   PubMed Web of Science ®Google Scholar
• Aro, M., & Wimmer, H. (2003). Learning to read: English in comparison to six more regular orthographies. Applied Psycholinguistics, 24(4), 621–635. doi: 10.1017/S0142716403000316
   Web of Science ®Google Scholar
• Asadi, I. A., Ibrahim, R., & Khateb, A. (2016). The contribution of various linguistic and cognitive variables to spelling in Arabic: A large scale developmental study. Writing Systems Research, doi:10.1080/17586801.2016.1218748
   PubMedGoogle Scholar
• Asadi, I. A., Khateb, A., Ibrahim, R., & Taha, H. (under revision). How do the different cognitive and linguistic factors contribute to reading in Arabic? A large scale developmental. Reading and Writing: An Interdisciplinary Journal.
   Google Scholar
• Bick, S. B., Goelman, G., & Frost, R. (2011). Hebrew brain vs. English brain: Language modulates the way it is processed. Journal of Cognitive Neuroscience, 23(9), 2280–2290. doi:10.1162/jocn.2010.21583
   PubMed Web of Science ®Google Scholar
• Caravolas, M., Volín, 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(2), 107–139. doi:10.1016/j.jecp.2005.04.003
   PubMed Web of Science ®Google Scholar
• Frost, R. (1998). Toward a strong phonological theory of visual word recognition: True issues and false trails. Psychological Bulletin, 123, 71–99. doi:10.1037/0033-2909.123.1.71
   PubMed Web of Science ®Google Scholar
• Georgiou, G. K., Parrila, R., & Papadopoulos, T. C. (2008). Predictors of word decoding and reading fluency across languages varying in orthographic consistency. Journal of Educational Psychology, 100(3), 566–580. doi:10.1037/0022-0663.100.3.566
   Web of Science ®Google Scholar
• Holes, C. (2004). Modern Arabic: Structures, functions, and varieties. Washington, DC: Georgetown University Press.
   Google Scholar
• Ibrahim, R., Eviatar, Z., & Aharon-Peretz, J. (2002). The characteristics of Arabic orthography slow its processing. Neuropsychology, 16(3), 322–326. doi:10.1037//0894-4105.16.3.322
   PubMed Web of Science ®Google Scholar
• Khateb, A., Khateb-Abdelgani, M., Taha, H. Y., & Ibrahim, R. (2014). The impact of orthographic connectivity on visual word recognition in Arabic: A cross-sectional study. Reading and Writing: An Interdisciplinary Journal, 27(8), 1413–1436. doi:10.1007/s11145-014-9499-y
   Web of Science ®Google Scholar
• Landerl, K., & Wimmer, H. (2008). Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up. Journal of Educational Psychology, 100(1), 150–161. doi:10.1037/0022-0663.100.1.150
   Web of Science ®Google Scholar
• PIRLS (2003). International report: IEA's study of reading literacy achievement in primary schools in 2001. Chestnut Hill, MA: Boston College.
   Google Scholar
• Ricketts, J., Nation, K., & Bishop, D. V. M. (2007). Vocabulary is important for some, but not all reading skills. Scientific Studies of Reading, 11(3), 235–257. doi:10.1080/10888430701344306
   Web of Science ®Google Scholar
• Saiegh-Haddad, E. (2003). Linguistic distance and initial reading acquisition: The case of Arabic diglossia. Applied Psycholinguistics, 24(3), 431–451. doi:10.1017/S0142716403000225
   Web of Science ®Google Scholar
• 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: Insights and perspectives (pp. 3–28). Dordrecht, The Netherlands/Heidelberg, Germany/London, UK/New York, NY: Springer. doi:10.1007/978-94-017-8545-7_1
   Google Scholar
• Saiegh-Haddad, E., & Joshi, M. (2014). Handbook of Arabic literacy: Insights and perspectives. Dordrecht, The Netherlands/Heidelberg, Germany/London, UK/New York, NY: Springer.
   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 adolescence. Scientific Studies of Reading, 20(4), 1–14. doi:10.1080/10888438.2016.1180526
   PubMed Web of Science ®Google Scholar
• Schiff, R. (2012). Shallow and deep orthographies in Hebrew: The role of vowelization in reading development for unvowelized scripts. Journal of Psycholinguistic Research, 41(6), 409–424. doi:10.1007/s10936-011-9198-7
   PubMed Web of Science ®Google Scholar
• Seymour, P. H. K., Aro, M., & Erskine, J. M. (2003). Foundation literacy skills in European orthographies. British Journal of Psychology, 94(2), 143–174. doi:10.1348/000712603321661859
   PubMed Web of Science ®Google Scholar
• Share, D. L. (2008). On the Anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584–615. doi:10.1037/0033-2909.134.4.584
   PubMed Web of Science ®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), 1–31. doi:10.1016/S0022-0965(03)00106-1
   PubMed Web of Science ®Google Scholar
• Suggate, S., Reese, E., Lenhard, W., & Schneider, W. (2014). The relative contributions of vocabulary, decoding, and phonemic awareness to word reading in English versus German. Reading and Writing: An Interdisciplinary Journal, 27(8), 1395–1412. doi:10.1007/s11145-014-9498-z
   Web of Science ®Google Scholar
• Taha, H. (2013). Reading and spelling in Arabic: Linguistic and orthographic complexity. Journal of Theory and Practice in Language Studies, 3(5), 721–727. doi:10.4304/tpls.3.5.721-727
   Google Scholar
• Taha, H. (2016). Deep and shallow in Arabic orthography: New evidence from reading performance of elementary school native Arab readers. Writing Systems Research, 1–10. doi:10.1080/17586801.2015.1114910
   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(2), 292–302. doi:10.1007/s10548-012-0241-2
   PubMed Web of Science ®Google Scholar
• Taha, H., & Khateb, A. (2013). Resolving the orthographic ambiguity during visual word recognition in Arabic: An event-related potential investigation. Frontiers in Human Neuroscience, 7, 821. doi:10.3389/fnhum.2013.00821
   PubMed Web of Science ®Google Scholar
• Taibah, N. J., & Haynes, C. W. (2010). Contributions of phonological processing skills to reading skills in Arabic speaking children. Reading and Writing: An Interdisciplinary Journal, 24(9), 1019–1042. doi:10.1007/s11145-010-9273-8
   Web of Science ®Google Scholar
• Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1994). Longitudinal studies of phonological processing and reading. Journal of Learning Disabilities, 27, 276–286.
   PubMed Web of Science ®Google Scholar
• Tunmer, W. E., & Chapman, J. W. (2012). Does set for variability mediate the influence of vocabulary knowledge on the development of word recognition skills?. Scientific Studies of Reading, 16(2), 122–140. doi:10.1080/10888438.2010.542527
   Web of Science ®Google Scholar
• Vellutino, F. R., Fletcher, J. M., & Snowling, M. J. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45(1), 2–40. doi:10.1046/j.0021-9630.2003.00305.x
   PubMed Web of Science ®Google Scholar
• Wimmer, H., Mayringer, H., & Landerl, K. (2000). The double-deficit hypothesis and difficulties in learning to read a regular orthography. Journal of Educational Psychology, 92(4), 668. doi:10.1037//0022-O663.92.4.668
   Web of Science ®Google Scholar
• Wolf, M., & Bowers, P. (1999). The question of naming-speed deficits in developmental reading disabilities: An introduction to the double-deficit hypothesis. Journal of Educational Psychology, 19, 1–24.
   Google Scholar
• 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(4), 551–559. doi:10.1177/0956797610363406
   PubMed Web of Science ®Google Scholar
• Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory. Psychological Bulletin, 131(1), 3–29. doi:10.1037/0033-2909.131.1.3
   PubMed Web of Science ®Google Scholar