553
Views
27
CrossRef citations to date
0
Altmetric
Research Articles

The Lexical Status of the Root in Processing Morphologically Complex Words in Arabic

&

References

  • 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 E. Saiegh-Haddad & R. M. Joshi (Eds.), Handbook of Arabic literacy (pp. 171–194). New York, NY: Springer.
  • Abu-Rabia, S. (2001). The role of vowels in reading semitic scripts: Data from Arabic and Hebrew. Reading and Writing: An Interdisciplinary Journal, 14, 39–59. doi:10.1023/A:1008147606320
  • 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, 89–106. doi:10.1007/s10936-006-9035-6
  • Abu-Rabia, S., & Abu-Rahmoun, N. (2012). The role of phonology and morphology in the development of basic reading skills of dyslexic and normal native Arabic readers. Creative Education, 3, 1259–1268. doi:10.4236/ce.2012.37185
  • Azzam, R. (1984). Orthography and reading of the Arabic languge. In J. Aaron & R. M. Joshi (Eds.), Reading and writing disorders in different orthographic systems (pp. 1–29). Dordrecht, the Netherlands: Kluwer Academic.
  • Bar-On, A., & Ravid, D. (2011). Morphological analysis in learning to read pseudowords in Hebrew. Applied Psycholinguistics, 32(3), 553–581.
  • Beyersmann, E., Castles, A., & Coltheart, M. (2012). Morphological processing during visual word recognition in developing readers: Evidence from masked priming. The Quarterly Journal of Experimental Psychology, 65, 1306–1326. doi:10.1080/17470218.2012.656661
  • Bohas, G., & Guillaume, J. P. (1984). Étude des théories des grammairiens arabes (Vol. 112). Paris, France: Institut français de Damas.
  • Boudelaa, S. (2014). Is the Arabic mental lexicon morpheme-based or stem-based? Implications for spoken and written word recognition. In E. Saiegh-Haddad & R. M. Joshi (Eds.), Handbook of Arabic literacy (pp. 31–54). New York, NY: Springer.
  • Boudelaa, S., & Marslen-Wilson, W. D. (2000). Non-concatenative morphemes in language processing: Evidence from modern standard Arabic. In A. Cutler, J. McQueen, & R. Zondervan (Eds.), Proceedings of SWAP (Workshop on Spoken Word Access Processes) (Vol. 1, pp. 23–26). Nijmegen, the Netherlands: Max-Planck Institute for Psycholinguistics.
  • Boudelaa, S., & Marslen-Wilson, W. D. (2001). The time-course of morphological, phonological, and semantic processes in reading modern standard Arabic. In J. D. Moore & K. Stenning (Eds.), Proceedings of the twenty-third annual meeting of the cognitive science society, University of Edinburgh (pp. 138–143). Mahwah, NJ: Erlbaum.
  • Boudelaa, S., & Marslen-Wilson, W. D. (2005). Discontinuous morphology in time: Incremental masked priming in Arabic. Language and Cognitive Processes, 20, 207–260. doi:10.1080/01690960444000106
  • Boudelaa, S., & Marslen-Wilson, W. D. (2011). Productivity and priming: Morphemic decomposition in Arabic. Language and Cognitive Processes, 26, 624–652. doi:10.1080/01690965.2010.521022
  • Bowers, P. N., Kirby, J. R., & Deacon, S. H. (2010). The effects of morphological instruction on literacy skills: A systematic review of the literature. Review of Educational Research, 80, 144–179. doi:10.3102/0034654309359353
  • Carlisle, J. F., & Stone, C. A. (2003). The effects of morphological structure on children’s reading of derived words in English. In E. Assink & D. Sandra (Eds.), Reading complex words: Cross-language studies (pp. 27–52). New-York, NY: Kluwer Academic.
  • Carlisle, J. F., & Stone, C. A. (2005). Exploring the role of morphemes in word reading. Reading Research Quarterly, 40, 428–449. doi:10.1598/RRQ.40.4.3
  • Clark, E. V., & Berman, R. A. (1984). Structure and use in the acquisition of word formation. Language, 60, 542–590. doi:10.2307/413991
  • Colé, P., Bouton, S., Leuwers, C., Casalis, S., & Sprenger-Charolles, L. (2012). Stem and derivational-suffix processing during reading by French second and third graders. Applied Psycholinguistics, 33, 97–120. doi:10.1017/S0142716411000282
  • Davis, C. J., & Lupker, S. J. (2006). Masked inhibitory priming in English: Evidence for lexical inhibition. Journal of Experimental Psychology: Human Perception Performance, 32, 668–687.
  • Deacon, S. H., Campbell, E., Tamminga, M., & Kirby, J. R. (2010). Seeing the harm in harmed and harmful: Morphological processing by children in Grades 4, 6, and 8. Applied Psycholinguistics, 31, 759–775. doi:10.1017/S0142716410000238
  • Deacon, S. H., & Kirby, J. R. (2004). Morphological awareness: Just “more phonological”? The roles of morphological and phonological awareness in reading development. Applied Psycholinguistics, 25, 223–238. doi:10.1017/S0142716404001110
  • Deutsch, A., Frost, R., & Forster, K. (1998). Verbs and nouns are organized and access differently in the mental lexicon: Evidence from Hebrew. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24, 1238–1255.
  • Deutsch, A., Frost, R., Peleg, S., Pollatsek, A., & Rayner, K. (2003). Early morphological effects in reading: Evidence from parafoveal preview benefit in Hebrew. Psychonomic Bulletin & Review, 10, 415–422. doi:10.3758/BF03196500
  • Ehri, L. C. (2005). Development of sight word reading: Phases and findings. Malden, MA: Blackwell.
  • Eviatar, Z., & Ibrahim, R. (2004). Morphological and orthographic effects on hemeispheric processing of nonwords: A cross-linguistic comparison. Reading and Writing, 17, 691–705. doi:10.1007/s11145-004-2659-8
  • Eviatar, Z., & Ibrahim, R. (2014). Why is it hard to read Arabic? In E. Saiegh-Haddad & R. M. Joshi (Eds.), Handbook of Arabic literacy (pp. 77–96). New York, NY: Springer.
  • Feitelson, D. (1988). Facts and fads in beginning reading: A cross-language perspective. New York, NY: Ablex.
  • 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, 71–79.
  • Forster, K. I., & Forster, J. C. (2003). DMDX: A Windows display program with millisecond accuracy. Behavior Research Methods, Instruments, & Computers, 35, 116–124. doi:10.3758/BF03195503
  • Frith, U. (1985). Beneath the surface of developmental dyslexia. In K. Patterson, M. Coltheart, & J. Marshall (Eds.), Surface dyslexia (pp. 301–330). London, UK: Erlbaum.
  • Frost, R., Deutsch, A., & Forster, K. I. (2000). Decomposing morphologically complex words in nonlinear morphology. Journal of Experimental Psychology: Learning Memory and Cognition, 23, 829–856.
  • Frost, R., Forster, K. I., & Deutsch, A. (1997). What can we learn from the morphology of Hebrew? A masked priming investigation of morphological representation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23, 829–856.
  • Frost, R., Kugler, T., Deutsch, A., & Forster, K. I. (2005). Orthographic structure versus morphological structure: Principles of lexical organization in a given language. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31, 1293–1326.
  • Gentner, D. 2006. Why verbs are hard to learn. In K. Hirsh-Pasek & R. M. Golinkoff (Eds.), Action meets word: How children learn verbs, (pp. 544–564). New York, NY: Oxford University Press.
  • Hende, N. (2012). Predicting second grade reading from kindergarten language and literacy in Arabic (Unpublished doctoral dissertation). Tel-Aviv University, Tel-Aviv, Israel.
  • Holes, C. (2004). Modern Arabic: Structures, functions and varieties. Washington, DC: Georgetown University Press.
  • Lyons, J. (1966). Towards a ‘notional’ theory of the ‘parts of speech’. Journal of Linguistics, 2, 209–236. doi:10.1017/S0022226700001511
  • Marslen-Wilson, W., Tyler, L. K., Waksler, R., & Older, L. (1994). Morphology and meaning in the English mental lexicon. Psychological Review, 101, 3–33. doi:10.1037/0033-295X.101.1.3
  • McCarthy, J. (1981). A prosodic theory of non-concatenative morphology. Linguistic Inquiry, 12, 373–418.
  • Perfetti, C. A. (2003). The universal grammar of reading. Scientific Studies of Reading, 7, 3–24. doi:10.1207/S1532799XSSR0701_02
  • Quémart, P., Casalis, S., & Colé, P. (2011). The role of form and meaning in the processing of written morphology: A priming study in French developing readers. Journal of Experimental Child Psychology, 109, 478–496. doi:10.1016/j.jecp.2011.02.008
  • Rabin, J., & Deacon, H. (2008). The representation of morphologically complex words in the developing lexicon. Journal of Child Language, 35, 453–465. doi:10.1017/S0305000907008525
  • Ravid, D. (1996). Accessing the mental lexicon: Evidence from incompatibility between representation of spoken and written morphology. Linguistics, 34, 1219–1246. doi:10.1515/ling.1996.34.6.1219
  • Ravid, D. (2003). A developmental perspective on root perception in Hebrew and Palestinian Arabic. In J. Shimron (Ed.), Language processing and acquisition in languages of semitic, root-based morphology (pp. 293–319). Amsterdam, the Netherlands: John Benjamins.
  • Ravid, D., & Bar-On, A. (2005). Manipulating written Hebrew roots across development: The interface of semantic, phonological and orthographic factors. Reading & Writing, 18, 231–256. doi:10.1007/s11145-005-1802-5
  • Saiegh-Haddad, E. (in press). MAWRID: A model of Arabic word reading in development. Journal of Learning Disabilities.
  • Saiegh-Haddad, E. (2003). Linguistic distance and initial reading acquisition: The case of Arabic diglossia. Applied Psycholinguistics, 24, 431–451. doi:10.1017/S0142716403000225
  • Saiegh-Haddad, E. (2004). The impact of phonemic and lexical distance on the phonological analysis of word and pseudowords in a diglossic context. Applied Psycholinguistics, 25, 495–512. doi:10.1017/S0142716404001249
  • Saiegh-Haddad, E. (2007). Linguistic constraints on children’s ability to isolate phonemes in Arabic. Applied Psycholinguistics, 28, 605–625. doi:10.1017/S0142716407070336
  • Saiegh-Haddad, E. (2012). Literacy reflexes of Arabic diglossia. Current Issues in Bilingualism Literacy Studies, 5, 43–55.
  • Saiegh-Haddad, E. (2013). A tale of one letter: Morphological processing in early Arabic spelling. Writing Systems Research, 5, 169–188. doi:10.1080/17586801.2013.857586
  • 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. doi:10.1007/s11145-007-9074-x
  • Saiegh-Haddad, E., & Henkin-Roitfarb, R. (2014). The structure of Arabic language and orthography. In E. Saiegh-Haddad & R. M. Joshi (Eds.), Handbook of Arabic literacy (pp. 3–28). New York, NY: Springer.
  • Saiegh-Haddad, E., & Spolsky, B. (2014). Acquiring literacy in a diglossic context: Problems and prospects. In E. Saiegh-Haddad & R. M. Joshi (Eds.), Handbook of Arabic literacy (pp. 225–240). Dordrecht, Netherlands: Springer.
  • Schachter, P., & Shopen, T. (2007). Parts-of-speech systems. In T. Shopen (Ed.), Language typology and syntactic description (Vol. 1: Clause Structure, 2nd ed., pp. 1–60). Cambridge, UK: Cambridge University Press.
  • Schiff, R., Raveh, M., & Fighel, A. (2011). The development of the Hebrew mental lexicon: When morphological representations become devoid of their meaning. Scientific Studies of Reading, 16, 383–403. doi:10.1080/10888438.2011.571327
  • Schiff, R., Raveh, M., & Kahta, S. (2008). The developing mental lexicon: Evidence from morphological priming of irregular Hebrew forms. Reading and Writing, 21, 719–743. doi:10.1007/s11145-007-9088-4
  • Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55, 151–218. doi:10.1016/0010-0277(94)00645-2
  • Share, D. L. (2008). On the Anglocentricities of current reading research and practice: The perils of over-reliance on an ‘outlier’ orthography. Psychological Bulletin, 134, 584–615. doi:10.1037/0033-2909.134.4.584
  • Share, D. L. (in press). Learning to read Hebrew. In L. Verhoeven & C. A. Perfetti (Eds.), Reading acquisition: Cross-linguistic and cross-script perspectives. Cambridge, UK: Cambridge University Press.
  • Share, D. L., & Levin, I. (1999). Learning to read and write in Hebrew. In M. Harris & G. Hatano (Eds.), Learning to read and write (pp. 89–111). Cambridge, UK: Cambridge University Press.
  • Tarabani, S. (2006). Distribution of the verbal pattern in Palestinian Spoken Arabic (Unpublished thesis dissertation, in Hebrew). Tel-Aviv University, Tel-Aviv, Israel.
  • Velan, H., & Frost, R. (2007). Cambridge University versus Hebrew University: The impact of letter transposition on reading English and Hebrew. Psychonomi0063 Bulletin & Review, 14(5), 913–918. doi:10.3758/BF03194121
  • Velan, H., & Frost, R. (2011). Words with and without internal structure: What determines the nature of orthographic and morphological processing? Cognition, 118, 141–156. doi:10.1016/j.cognition.2010.11.013
  • Velan, H., Frost, R., Deutsch, A., & Plaut, D. C. (2005). The processing of root morphemes in Hebrew: Contrasting localist and distributed accounts. Language and Cognitive Processes, 20, 169–206. doi:10.1080/01690960444000214
  • Verhoeven, L., & Perfetti, C. A. (2011). Morphological processing in reading acquisition: A cross-linguistic perspective. Applied Psycholinguistics, 32, 457–466. doi:10.1017/S0142716411000154
  • Yamin, R., & Raveh, M. (2005, July). Development of explicit and implicit morphological Knowledge among young readers and its contribution to reading ability [Hebrew]. Paper presented at the twentieth conference of the Israeli Association for Literacy, Nir Etzion, Israel.
  • Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, 3–29. doi:10.1037/0033-2909.131.1.3

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.