Reading and spelling processes in EFL amongst Hebrew and Arabic speakers of differing ability levels: similarities and differences

References

• 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 (2), 117–127. doi: 10.1186/1744-9081-8-3
   Google Scholar
• Adams, M. J. (1990). Beginning to read: Thinking and learning about print . Cambridge, MA : MIT Press.
   Google Scholar
• Arab-Moghaddam, N. , & Sénéchal, M. (2001). Orthographic and phonological processing skills in reading and spelling in Persian/English bilinguals. International Journal of Behavioral Development , 25 (2), 140–147. doi: 10.1080/01650250042000320
   Web of Science ®Google Scholar
• August, D. , & Shanahan, T. (2006). Developing literacy in second-language learners: Report of the national literacy panel on language minority children and youth . Mahwah, NJ : Lawrence Erlbaum Associates.
   Google Scholar
• Backman, J. , Bruck, M. , Herbert, M. , & Seidenberg, M. S. (1984). Acquisition and use of spelling-sound correspondences in reading. Journal of Experimental Child Psychology , 38 , 114–133. doi: 10.1016/0022-0965(84)90022-5
   Web of Science ®Google Scholar
• Bang, H. J. , & Zhao, C. G. (2007). Reading strategies used by advanced Korean and Chinese ESL graduate students: A case study. Reading Matrix: An International Online Journal , 7 (1), 30–50.
   Google Scholar
• Bialystok, E. (2007). Acquisition of literacy in bilingual children: A framework for research. Language Learning , 57 (1), 45–77. doi: 10.1111/j.1467-9922.2007.00412.x
   Google Scholar
• Bialystok, E. , Luk, G. , & Kwan, E. (2005). Bilingualism, biliteracy and learning to read: Interactions among languages and writing systems. Scientific Studies of Reading , 9 (1), 43–62. doi: 10.1207/s1532799xssr0901_4
   Web of Science ®Google Scholar
• Birch, B. M. (2015). English L2 reading: Getting to the bottom . New York : Routledge.
   Google Scholar
• Booth, J. R. , Perfetti, C. A. , & MacWhinney, B. (1999). Quick, automatic, and general activation of orthographic and phonological representations in young readers. Developmental Psychology , 35 , 3–19. doi: 10.1037/0012-1649.35.1.3
   PubMed Web of Science ®Google Scholar
• Bosman, A. M. T. , & Van Orden, G. C. (1997). Why spelling is more difficult than reading. In C. A. Perfetti , L. Rieben , & M. Fayol (Eds.), Learning to spell (pp. 173–194). Hillsdale, NJ : Lawrence Erlbaum.
   Google Scholar
• Caravolas, M. , Hulme, C. , & Snowling, M. J. (2001). The foundations of spelling ability: Evidence from a 3-year longitudinal study. Journal of Memory and Language , 45 (4), 751–774. doi: 10.1006/jmla.2000.2785
   Web of Science ®Google Scholar
• Carreker, S. H. , Neuhaus, G. F. , Swank, P. R. , Johnson, P. , Monfils, M. J. , & Montemayor, M. L. (2007). Teachers with linguistically informed knowledge of reading subskills are associated with a Matthew effect in reading comprehension for monolingual and bilingual students. Reading Psychology , 28 (2), 187–212. doi: 10.1080/02702710601186456
   Google Scholar
• Cataldo, S. , & Ellis, N. (1988). Interactions in the development of spelling, reading and phonological skills. Journal of Research in Reading , 11 (2), 86–109. doi: 10.1111/j.1467-9817.1988.tb00153.x
   Google Scholar
• Cenoz, J. (2003). The additive effect of bilingualism on third language acquisition: A review. The International Journal of Bilingualism , 7 (31), 71–87. doi: 10.1017/S0261444811000218
   Google Scholar
• Coltheart, M. (2005). Modeling reading: The dual-route approach. In M. J. Snowling , & C. Hulme (Eds.), The science of reading: A handbook (pp. 6–23). Malden, MA : Blackwell Publishing.
   Google Scholar
• Cossu, G. , Gugliotta, M. , & Marshall, J. C. (1995). Acquisition of reading and written spelling in a transparent orthography: Two non parallel processes? Reading and Writing: An Interdisciplinary Journal , 7 (1), 9–22. doi: 10.1007/BF01026945
   Web of Science ®Google Scholar
• Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research , 49 , 222–251. doi: 10.3102/00346543049002222
   Web of Science ®Google Scholar
• EACEA/Eurydice . (2012). Key data on teaching languages at school in Europe 2012. The Education, Audiovisual and Culture Executive Agency (EACEA P9 Eurydice and Policy Support). Brussels: EACEA P9 Eurydice. doi:10.2797/83967 .
   Google Scholar
• Ehri, L. C. (1987). Learning to read and spell. Journal of Reading Behavior , 19 (1), 5–31. doi: 10.1080/10862968709547585
   Web of Science ®Google Scholar
• Ehri, L. C. (1989). The development of spelling knowledge and its role in reading acquisition and reading disability. Journal of Learning Disabilities , 22 , 356–365. doi: 10.1177/002221948902200606
   PubMed Web of Science ®Google Scholar
• Ehri, L. C. (1998). Grapheme-phoneme knowledge is essential for learning to read words in English. In J. Metsala , & L. Ehri (Eds.), Word recognition in beginning literacy (pp. 3–40). Mahwah, NJ : Lawrence Erlbaum Associates, Inc.
   Google Scholar
• Ehri, L. C. (2000). Learning to read and learning to spell: Two sides of a coin. Topics in Language Disorders , 20 , 19–36. doi: 10.1097/00011363-200020030-00005
   Web of Science ®Google Scholar
• Ehri, L. C. (2005a). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading , 9 , 167–188. doi: 10.1207/s1532799xssr0902_4
   Web of Science ®Google Scholar
• Ehri, L. C. (2005b). Development of sight word reading: Phases and findings. In M. J. Snowling , & C. Hulme (Eds.), The science of reading [electronic resource]: A handbook (pp. 135–154). Oxford : Blackwell Publishing.
   Google Scholar
• Ehri, L. , & Saltmarsh, J. (1995). Beginning readers outperform older disabled readers in learning to read words by sight. Reading and Writing: An Interdisciplinary Journal , 7 , 295–326.
   Web of Science ®Google Scholar
• Figueredo, L. (2006). Using the known to chart the unknown: A review of first-language influence on the development of English-as-a-second-language spelling skill. Reading and Writing: An Interdisciplinary Journal , 19 (8), 873–905. doi: 10.1007/s11145-006-9014-1
   Web of Science ®Google Scholar
• Fitzgerald, J. , & Shanahan, T. (2000). Reading and writing relations and their development. Educational Psychologist , 35 (1), 39–50. doi.orgdoi:/10.1207/S15326985EP3501_5
   Web of Science ®Google Scholar
• Foorman, B. R. , Arndt, E. J. , & Crawford, E. C. (2011). Important constructs in literacy learning across disciplines. Topics in Language Disorders , 31 (1), 73–83. doi: 10.1097/TLD.0b013e31820a0b86
   Web of Science ®Google Scholar
• Frith, U. (1985). Beneath the surface of surface dyslexia. In K. E. Patterson , J. C. Marshall , & M. Coltheart (Eds.), Surface dyslexia: Neuropsychological and cognitive studies of phonological reading (pp. 301–330). London : Routledge and Kegan Paul.
   Google Scholar
• Graham, S. , & Santangelo, T. (2014). Does spelling instruction make students better spellers, readers, and writers? A meta-analytic review . Reading & Writing: An Interdisciplinary Journal , 27 , 1703–1743. doi: 10.1007/s11145-014-9517-0
   Web of Science ®Google Scholar
• Harrison, C. (2004). Understanding reading development . London : Sage.
   Google Scholar
• Hirosh, Z. , & Degani, T. (2018). Direct and indirect effects of multilingualism on novel language learning: An integrative review. Psychonomic Bulletin & Review , 25 (3), 892–916. doi: 10.3758/s13423-017-1315-7
   PubMed Web of Science ®Google Scholar
• Hulme, C. , & Snowling, M. J. (2014). The interface between spoken and written language: Developmental disorders. Phil. Trans. R. Soc. B , 369 . doi: 10.1098/rstb.2012.0395
   Web of Science ®Google Scholar
• Ibrahim, R. , Eviatar, Z. , & Aharon Peretz, J. (2002). The characteristics of the Arabic orthography slow its cognitive processing. Neuropsychology , 16 (3), 322–326. doi: 10.1037/0894-4105.16.3.322
   PubMed Web of Science ®Google Scholar
• Joshi, J. M. (2016). Intervention and assessment of spelling skills in LD classrooms. In R. Schiff , & J. M. Joshi (Eds.), Intervention in learning disabilities: A handbook on systematic training programs for individuals with learning disabilities (pp. 91–104). Switzerland : Springer.
   Google Scholar
• Joshi, R. M. , & Aaron, P. G. (2010). Handbook of orthography and literacy . New York : Routledge.
   Google Scholar
• Joshi, R. M. , Treiman, R. , Carreker, S. , & Moats, L. C. (2008–2009). How words cast their spell. American Educator , Winter , 6–43.
   Google Scholar
• Kamhi, A. , & Hinton, L. (2000). Explaining individual differences in spelling ability. Topics in Language Disorders , 20 , 37–50.
   Web of Science ®Google Scholar
• Kessler, B. , & Treiman, R. (2001). Relationships between sounds and letters in English monosyllables. Journal of Memory and Language , 44 , 592–617. doi: 10.1006/jmla.2000.2745
   Web of Science ®Google Scholar
• Kessler, B. , & Treiman, R. (2015). Writing systems: Their properties and implications for reading. In A. Pollatsek , & R. Treiman (Eds.), The Oxford handbook of reading (pp. 10–25). Oxford : Oxford University Press. doi: 10.1093/oxfordhb/9780199324576.013.1
   Google Scholar
• Koda, K. (2005). Insights into second language reading: A cross-linguistic approach . New York : Cambridge University Press.
   Google Scholar
• Lennox, C. , & Siegel, L. S. (1996). The development of phonological rules and visual strategies in average and poor spellers. Journal of Experimental Child Psychology , 62 , 60–83. doi: 10.1006/jecp.1996.0022
   PubMed Web of Science ®Google Scholar
• Matsuoka, W. , & Hirsh, D. (2010). Vocabulary learning through reading: Does an ELT course book provide good opportunities? Reading in a Foreign Language , 22 (1), 56–70.
   Google Scholar
• McBride, C. (2016). Children’s literacy development: A cross-cultural perspective on learning to read and write . London : Routledge.
   Google Scholar
• Moats, L. C. (2005/2006). How spelling supports reading: And why it is more regular and predictable than you think. American Educator , 29 (4), 42–43. Retrieved from http://www.aft.org/pdfs/americaneducator/winter0506/Moats.pdf .
   Google Scholar
• Moats, L. C. (2009). Still wanted: Teachers with knowledge of language. Journal of Learning Disabilities , 42 (5), 387–391. doi: 10.1177/0022219409338735
   PubMed Web of Science ®Google Scholar
• Nassaji, H. (2014). The role and importance of lower-level processes in second language reading. Language Teaching , 47 , 1–37. doi: 10.1017/S026144481300039
   Web of Science ®Google Scholar
• National Reading Panel (U.S.), & National Institute of Child Health and Human Development (U.S.) . (2000). Report of the national reading panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups . Washington, DC : National Institute of Child Health and Human Development, National Institutes of Health.
   Google Scholar
• Nelson, J. R. , Balass, M. , Perfetti, C. A. , & A, C. (2005). Differences between written and spoken input in learning new words. Written Language & Literacy , 8 (2), 25–44.
   Google Scholar
• Rapcsak, S. Z. , Henry, M. L. , Teague, S. L. , Carnahan, S. D. , & Beeson, P. M. (2007). Do dual-route models accurately predict reading and spelling performance in individuals with acquired alexia and graphia? Neuropsychologia , 45 (2), 519–2524. doi: 10.1016/j.neuropsychologia.2007.03.019
   Google Scholar
• Russak, S. , & Kahn-Horwitz, J. (2013). English foreign language spelling development: Comparisons between good and poor spellers. Journal of Research in Reading , 38 (3), 1–14. doi: 10.1111/jrir.12009
   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 (pp. 3–28). The Netherlands : Springer.
   Google Scholar
• Schwartz, M. , Geva, E. , Leiken, M. , & Share, D. (2007). Learning to read in English as third language: The cross-linguistic transfer of phonological processing skills. Written Language & Literacy , 10 (1), 25–52. doi: 10.1075/wll.10.1.03sch
   Google Scholar
• Schwartz, M. , Ibrahim, R. , & Kahn-Horwitz, J. (2016). Multi-literate experience as a treasure chest for young learners of English as a foreign language. Reading & Writing , 29 (7), 1293–1315. doi: 10.1007/s11145-016-9633-0
   Web of Science ®Google Scholar
• Seymour, P. H. K. , Aro, M. , & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology , 94 , 143–174. doi: 10.1348/000712603321661859
   PubMed Web of Science ®Google Scholar
• Shanahan, T. (1984). Nature of the reading–writing relation: An exploratory multivariate analysis. Journal of Educational Psychology , 76 (3), 466–477. doi: 10.1037/0022-0663.76.3.466
   Web of Science ®Google Scholar
• Shanahan, T. (2006). Relations among oral language, reading, and writing development. In C. A. MacArthur , S. Graham , & J. Fitzgerald (Eds.), Handbook of writing research (pp. 171–183). New York, NY : Guilford Press.
   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 , 34 (4), 584–615. doi: 10.1037/0033-2909.134.4.584
   Google Scholar
• Siegel, L. S. , Share, D. , & Geva, E. (1995). Evidence for superior orthographic skills in dyslexics. Psychological Science , 6 , 250–254. doi: 10.1111/j.1467-9280.1995.tb00601.x
   Web of Science ®Google Scholar
• Solity, J. , & Vousden, J. I. (2009). Real books vs. Reading schemes: A new perspective from instructional psychology. Educational Psychology , 29 , 469–511. doi: 10.1080/01443410903103657
   Web of Science ®Google Scholar
• Stanovich, K. E. (1980). Towards an interactive-compensatory model of individual differences in the acquisition of literacy. Reading Research Quarterly , 16 , 32–71.
   Web of Science ®Google Scholar
• Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly , 22 , 360–407.
   Web of Science ®Google Scholar
• State of Israel Ministry of Education English Inspectorate . (2018). Revised English curriculum including band III Lexis principles and standards for learning English as an international language for all grades. Retrieved from: http://meyda.education.gov.il/files/Mazkirut_Pedagogit/English/curriculum2018.pdfEnglish/Publications .
   Google Scholar
• Stone, G. O. , Vanhoy, M. , & Van Orden, G. C. (1997). Perception is s two-way street: Feedforward and feedback phonology in visual word recognition. Journal of Memory and Language , 36 , 337–359. doi: 10.1006/jmla.1996.2487
   Web of Science ®Google Scholar
• Treiman, R. (1998). Why spelling? The benefits of incorporating spelling into beginning reading instruction. In J. L. Metsala , & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 289–313). Mahwah, NJ : Erlbaum.
   Google Scholar
• Treiman, R. , & Bourassa, D. (2000). The development of spelling skill. Topics in Language Disorders , 20 , 1–18.
   Web of Science ®Google Scholar
• Treiman, R. , & Kessler, B. (2006). Spelling as statistical learning: Using consonantal context to spell vowels. Journal of Educational Psychology , 98 , 642–652. doi: 10.1037/0022-0663.98.3.642
   Web of Science ®Google Scholar
• Treiman, R. , & Kessler, B. (2014). How children learn to spell words . New York, NY : Oxford University Press.
   Google Scholar
• Vaessen, A. , & Blomert, L. (2013). The cognitive linkage and divergence of spelling and reading development. Scientific Studies of Reading , 17 (2), 89–108. doi: 10.1080/10888438.2011.614665
   Web of Science ®Google Scholar
• Wang, M. , & Geva, E. (2003). Spelling acquisition of novel English phonemes in Chinese children. Reading and Writing: An Interdisciplinary Journal , 16 , 325–348. doi: 10.1023/A:1023661927929
   Google Scholar
• Wang, M. , Koda, K. , & Perfetti, C. A. (2003). Alphabetic and non-alphabetic L1 effects in English word identification: A comparison of Korean and Chinese English L2 learners. Cognition , 87 , 129–149. doi: 10.1016/s0010-0277(02)00232-9
   PubMed Web of Science ®Google Scholar
• Young, K. (2007). Developmental stage theory of spelling: Analysis of consistency across four spelling-related activities. Australian Journal of Language and Literacy , 30 , 203–220.
   Google Scholar