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Laks, Lior, & Berman, Ruth A. (2014). A new look at diglossia: Modality-driven distinctions between spoken and written narratives in Jordanian Arabic. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 241–254). Dordrecht: Springer.
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Russak, Susie, & Fragman, Alon. (2014). The development of grapho-phonemic representations among native Hebrew speakers learning Arabic as a foreign language. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 381–393). Dordrecht: Springer.
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Saiegh-Haddad, Elinor. (2005). Correlates of reading fluency in Arabic: Diglossic and orthographic factors. Reading and Writing, 18(6), 559–582. https://doi.org/10.1007/s11145-005-3180-4
Saiegh-Haddad, Elinor. (2013). A tale of one letter: Morphological processing in early Arabic spelling. [Special issue: Processing Semitic scripts: Reading and writing in Arabic and Hebrew, edited by Zohar Eviatar & David L. Share]. Writing Systems Research, 5(2), 169–188. https://doi.org/10.1080/17586801.2013.857586
Saiegh-Haddad, Elinor. (2017). Learning to read Arabic. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 127–154). Cambridge: Cambridge University Press.
Saiegh-Haddad, E., & Geva, Esther. (2008). Morphological awareness, phonological awareness, and reading in English–Arabic bilingual children. Reading and Writing, 21(5), 481–504. https://doi.org/10.1007/s11145-007-9074-x
Saiegh-Haddad, Elinor, & Henkin-Roitfarbm Roni. (2014). The structure of Arabic language and orthography. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 3–28). Dordrecht: Springer.
Saiegh-Haddad, Elinor, Kogan, Nadya, & Walters, Joel. (2010). Universal and language-specific constraints on phonemic awareness: Evidence from Russian–Hebrew bilingual children. [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 359–384. https://doi.org/10.1007/s11145-009-9204-8
Saiegh-Haddad, Elinor, & Spolsky, Bernard. (2014). Acquiring literacy in a diglossic context: Problems and prospects. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 225–240). Dordrecht: Springer.
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Abdelhadi, Souad, Ibrahim, Raphiq, & Eviatar, Zohar. (2011). Perceptual load in the reading of Arabic: Effects of orthographic visual complexity on detection. Writing Systems Research, 3(2), 117–127. https://doi.org/10.1093/wsr/wsr014
Abu Ahmad, Hanadi, Ibrahim, Raphiq, & Share, David L. (2014). Cognitive predictors of early reading ability in Arabic: A longitudinal study from kindergarten to grade 2. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 171–194). Dordrecht: Springer.
Asadi, Ibrahim A., Ibrahim, Raphiq, & Khateb, Asaid. (2017). What contributes to spelling in Arabic? A cross-sectional study from first to sixth grade. Writing Systems Research, 9(1), 60–81. https://doi.org/10.1080/17586801.2016.1218748
Eviatar, Zohar, & Ibrahim, Raphiq. (2014). Why is it hard to read Arabic? In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 77–96). Dordrecht: Springer.
Hansen, Gunna Funder. (2014). Word recognition in Arabic: Approaching a language-specific reading model. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 55–76). Dordrecht: Springer.
Jarjoura, Waleed, & Karni, Avi. (2014). Braille reading in blind and sighted individuals: Educational considerations and experimental evidence. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 395–408). Dordrecht: Springer.
Kerek, Eugenia, & Niemi, Pekka. (2012). Grain-size units of phonological awareness among Russian first graders. Written Language & Literacy, 15(1), 80–113. https://doi.org/10.1075/wll.15.1.05ker
Khamis-Dakwar, Reem, & Makhoul, Baha. (2014). The development of ADAT (Arabic Diglossic Knowledge and Awareness Test): A theoretical and clinical overview. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 279–300). Dordrecht: Springer.
Khateb, Asaid, Taha, Haitham Y., Elias, Inas, & Ibrahim, Raphiq. (2013). The effect of the internal orthographic connectivity of written Arabic words on the process of the visual recognition: A comparison between skilled and dyslexic readers [Special issue: Processing Semitic scripts: Reading and writing in Arabic and Hebrew, edited by Zohar Eviatar & David L. Share]. Writing Systems Research, 5(2), 214–233. https://doi.org/10.1080/17586801.2013.834244
Khoury-Metanis, Afnan, Asadi, Ibrahim A., & Khateb, Asaid. (2018). The contribution of basic linguistic skills to handwriting among fifth-grade Arabic-speaking children. Writing Systems Research, 10(2), 95–110. https://doi.org/10.1080/17586801.2018.1540375
Korat, Ofra, Aram, Dorit, Hassunha-Arafat, Safieh, Iraki, Himat Hag-Yehiya, & Saiegh-Haddad, Elinor. (2014). Mother-child literacy activities and early literacy in the Israeli Arab family. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 323–347). Dordrecht: Springer.
Laks, Lior, & Berman, Ruth A. (2014). A new look at diglossia: Modality-driven distinctions between spoken and written narratives in Jordanian Arabic. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 241–254). Dordrecht: Springer.
Mohamed, Wessam, Elbert, Thomas, & Landerl, Karin. (2011). The development of reading and spelling abilities in the first 3 years of learning Arabic [Special issue: Literacy acquisition in Arabic, edited by Abdessatar Mahfoudhi, John Everatt & Gad Elbeheri]. Reading and Writing, 24(9), 1043–1060. https://doi.org/10.1007/s11145-010-9249-8
Mohamed, Wessam, Landerl, Karin, & Elbert, Thomas. (2014). An epidemiological survey of specific reading and spelling disabilities in Arabic speaking children in Egypt. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 99–117). Dordrecht: Springer.
Myhill, John. (2014). The effect of diglossia on literacy in Arabic and other languages. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 197–223). Dordrecht: Springer.
Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
Rosenhouse, Judith. (2014). Literacy acquisition and diglossia: Textbooks in Israeli Arabic-speaking schools. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 255–278). Dordrecht: Springer.
Russak, Susie, & Fragman, Alon. (2014). The development of grapho-phonemic representations among native Hebrew speakers learning Arabic as a foreign language. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 381–393). Dordrecht: Springer.
Russak, Susie, amp; Saiegh-Haddad, Elinor. (2011). Phonological awareness in Hebrew (L1) and English (L2) in normal and disabled readers [Special issue: Cognitive and linguistic factors in reading acquisition, edited by Ludo Verhoeven, Pieter Reitsma & Linda Siegel]. Reading and Writing, 24(4), 427–442. https://doi.org/10.1007/s11145-010-9235-1
Saiegh-Haddad, Elinor. (2003a). Bilingual oral reading fluency and reading comprehension: The case of Arabic/Hebrew (L1) - English (L2) readers. Reading and Writing: An Interdisciplinary Journal, 16(8), 717–736.
Saiegh-Haddad, Elinor. (2005). Correlates of reading fluency in Arabic: Diglossic and orthographic factors. Reading and Writing, 18(6), 559–582. https://doi.org/10.1007/s11145-005-3180-4
Saiegh-Haddad, Elinor. (2013). A tale of one letter: Morphological processing in early Arabic spelling. [Special issue: Processing Semitic scripts: Reading and writing in Arabic and Hebrew, edited by Zohar Eviatar & David L. Share]. Writing Systems Research, 5(2), 169–188. https://doi.org/10.1080/17586801.2013.857586
Saiegh-Haddad, Elinor. (2017). Learning to read Arabic. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 127–154). Cambridge: Cambridge University Press.
Saiegh-Haddad, E., & Geva, Esther. (2008). Morphological awareness, phonological awareness, and reading in English–Arabic bilingual children. Reading and Writing, 21(5), 481–504. https://doi.org/10.1007/s11145-007-9074-x
Saiegh-Haddad, Elinor, & Henkin-Roitfarbm Roni. (2014). The structure of Arabic language and orthography. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 3–28). Dordrecht: Springer.
Saiegh-Haddad, Elinor, Kogan, Nadya, & Walters, Joel. (2010). Universal and language-specific constraints on phonemic awareness: Evidence from Russian–Hebrew bilingual children. [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 359–384. https://doi.org/10.1007/s11145-009-9204-8
Saiegh-Haddad, Elinor, & Spolsky, Bernard. (2014). Acquiring literacy in a diglossic context: Problems and prospects. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 225–240). Dordrecht: Springer.
Tibi, Sana, & McLeod, Lorraine. (2014). The development of young children's Arabic language and literacy in the United Arab Emirates. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 303–321). Dordrecht: Springer.
Saiegh-Haddad, Elinor. (2005). Correlates of reading fluency in Arabic: Diglossic and orthographic factors. Reading and Writing, 18(6), 559–582. https://doi.org/10.1007/s11145-005-3180-4Cited by24
Abdelhadi, Souad, Ibrahim, Raphiq, & Eviatar, Zohar. (2011). Perceptual load in the reading of Arabic: Effects of orthographic visual complexity on detection. Writing Systems Research, 3(2), 117–127. https://doi.org/10.1093/wsr/wsr014
Abu Ahmad, Hanadi, Ibrahim, Raphiq, & Share, David L. (2014). Cognitive predictors of early reading ability in Arabic: A longitudinal study from kindergarten to grade 2. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 171–194). Dordrecht: Springer.
Dai, Jumana, Ibrahim, Raphiq, & Share, David L. (2013). The influence of orthographic structure on printed word learning in Arabic. [Special issue: Processing Semitic scripts: Reading and writing in Arabic and Hebrew, edited by Zohar Eviatar & David L. Share]. Writing Systems Research, 5(2), 189–213. https://doi.org/10.1080/17586801.2013.827563
Eviatar, Zohar, & Ibrahim, Raphiq. (2014). Why is it hard to read Arabic? In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 77–96). Dordrecht: Springer.
Hansen, Gunna Funder. (2014). Word recognition in Arabic: Approaching a language-specific reading model. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 55–76). Dordrecht: Springer.
Jarjoura, Waleed, & Karni, Avi. (2014). Braille reading in blind and sighted individuals: Educational considerations and experimental evidence. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 395–408). Dordrecht: Springer.
Khamis-Dakwar, Reem, & Makhoul, Baha. (2014). The development of ADAT (Arabic Diglossic Knowledge and Awareness Test): A theoretical and clinical overview. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 279–300). Dordrecht: Springer.
Laks, Lior, & Berman, Ruth A. (2014). A new look at diglossia: Modality-driven distinctions between spoken and written narratives in Jordanian Arabic. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 241–254). Dordrecht: Springer.
Mahfoudhi, Abdessatar, Everatt, John, & Elbeheri, Gad. (2011). Introduction to the special issue on literacy in Arabic [Special issue: Literacy acquisition in Arabic, edited by Abdessatar Mahfoudhi, John Everatt & Gad Elbeheri]. Reading and Writing, 24(9), 1011–1018. https://doi.org/10.1007/s11145-011-9306-y
Mohamed, Wessam, Elbert, Thomas, & Landerl, Karin. (2011). The development of reading and spelling abilities in the first 3 years of learning Arabic [Special issue: Literacy acquisition in Arabic, edited by Abdessatar Mahfoudhi, John Everatt & Gad Elbeheri]. Reading and Writing, 24(9), 1043–1060. https://doi.org/10.1007/s11145-010-9249-8
Mohamed, Wessam, Landerl, Karin, & Elbert, Thomas. (2014). An epidemiological survey of specific reading and spelling disabilities in Arabic speaking children in Egypt. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 99–117). Dordrecht: Springer.
Ravid, Dorit, Naoum, Dina, & Nasser, Suheir. (2014). Narrative development in Arabic: Story re-telling. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 153–170). Dordrecht: Springer.
Rosenhouse, Judith. (2014). Literacy acquisition and diglossia: Textbooks in Israeli Arabic-speaking schools. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 255–278). Dordrecht: Springer.
Russak, Susie, & Fragman, Alon. (2014). The development of grapho-phonemic representations among native Hebrew speakers learning Arabic as a foreign language. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 381–393). Dordrecht: Springer.
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Saiegh-Haddad, Elinor. (2013). A tale of one letter: Morphological processing in early Arabic spelling. [Special issue: Processing Semitic scripts: Reading and writing in Arabic and Hebrew, edited by Zohar Eviatar & David L. Share]. Writing Systems Research, 5(2), 169–188. https://doi.org/10.1080/17586801.2013.857586
Saiegh-Haddad, Elinor. (2017). Learning to read Arabic. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 127–154). Cambridge: Cambridge University Press.
Saiegh-Haddad, E., & Geva, Esther. (2008). Morphological awareness, phonological awareness, and reading in English–Arabic bilingual children. Reading and Writing, 21(5), 481–504. https://doi.org/10.1007/s11145-007-9074-x
Saiegh-Haddad, Elinor, & Henkin-Roitfarbm Roni. (2014). The structure of Arabic language and orthography. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 3–28). Dordrecht: Springer.
Saiegh-Haddad, Elinor, Kogan, Nadya, & Walters, Joel. (2010). Universal and language-specific constraints on phonemic awareness: Evidence from Russian–Hebrew bilingual children. [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 359–384. https://doi.org/10.1007/s11145-009-9204-8
Saiegh-Haddad, Elinor, & Spolsky, Bernard. (2014). Acquiring literacy in a diglossic context: Problems and prospects. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 225–240). Dordrecht: Springer.
Shechter, Ady, Lipka, Orly, & Katzir, Tami. (2018). Predictive models of word reading fluency in Hebrew. Frontiers in Psychology, 9:1882. https://doi.org/10.3389/fpsyg.2018.01882
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Saiegh-Haddad, E. (2007a). Epilinguistic and metalinguistic phonological awareness may be subject to different constraints: Evidence from Hebrew. First Language, 27, 385–405.Cited by7
Abu Ahmad, Hanadi, Ibrahim, Raphiq, & Share, David L. (2014). Cognitive predictors of early reading ability in Arabic: A longitudinal study from kindergarten to grade 2. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 171–194). Dordrecht: Springer.
Kerek, Eugenia, & Niemi, Pekka. (2012). Grain-size units of phonological awareness among Russian first graders. Written Language & Literacy, 15(1), 80–113. https://doi.org/10.1075/wll.15.1.05ker
Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
Russak, Susie, amp; Saiegh-Haddad, Elinor. (2011). Phonological awareness in Hebrew (L1) and English (L2) in normal and disabled readers [Special issue: Cognitive and linguistic factors in reading acquisition, edited by Ludo Verhoeven, Pieter Reitsma & Linda Siegel]. Reading and Writing, 24(4), 427–442. https://doi.org/10.1007/s11145-010-9235-1
Saiegh-Haddad, Elinor. (2017). Learning to read Arabic. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 127–154). Cambridge: Cambridge University Press.
Saiegh-Haddad, Elinor, Kogan, Nadya, & Walters, Joel. (2010). Universal and language-specific constraints on phonemic awareness: Evidence from Russian–Hebrew bilingual children. [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 359–384. https://doi.org/10.1007/s11145-009-9204-8
Share, David L. (2017). Learning to read Hebrew. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 155–180). Cambridge: Cambridge University Press.
Saiegh-Haddad, E. (2007b). Linguistic constraints on children's ability to isolate phonemes in Arabic. Applied Psycholinguistics, 28, 607–625.Cited by20
Abu Ahmad, Hanadi, Ibrahim, Raphiq, & Share, David L. (2014). Cognitive predictors of early reading ability in Arabic: A longitudinal study from kindergarten to grade 2. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 171–194). Dordrecht: Springer.
Eviatar, Zohar, & Ibrahim, Raphiq. (2014). Why is it hard to read Arabic? In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 77–96). Dordrecht: Springer.
Hansen, Gunna Funder. (2014). Word recognition in Arabic: Approaching a language-specific reading model. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 55–76). Dordrecht: Springer.
Jarjoura, Waleed, & Karni, Avi. (2014). Braille reading in blind and sighted individuals: Educational considerations and experimental evidence. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 395–408). Dordrecht: Springer.
Kerek, Eugenia, & Niemi, Pekka. (2012). Grain-size units of phonological awareness among Russian first graders. Written Language & Literacy, 15(1), 80–113. https://doi.org/10.1075/wll.15.1.05ker
Khamis-Dakwar, Reem, & Makhoul, Baha. (2014). The development of ADAT (Arabic Diglossic Knowledge and Awareness Test): A theoretical and clinical overview. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 279–300). Dordrecht: Springer.
Korat, Ofra, Aram, Dorit, Hassunha-Arafat, Safieh, Iraki, Himat Hag-Yehiya, & Saiegh-Haddad, Elinor. (2014). Mother-child literacy activities and early literacy in the Israeli Arab family. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 323–347). Dordrecht: Springer.
Mahfoudhi, Abdessatar, Everatt, John, & Elbeheri, Gad. (2011). Introduction to the special issue on literacy in Arabic [Special issue: Literacy acquisition in Arabic, edited by Abdessatar Mahfoudhi, John Everatt & Gad Elbeheri]. Reading and Writing, 24(9), 1011–1018. https://doi.org/10.1007/s11145-011-9306-y
Mohamed, Wessam, Elbert, Thomas, & Landerl, Karin. (2011). The development of reading and spelling abilities in the first 3 years of learning Arabic [Special issue: Literacy acquisition in Arabic, edited by Abdessatar Mahfoudhi, John Everatt & Gad Elbeheri]. Reading and Writing, 24(9), 1043–1060. https://doi.org/10.1007/s11145-010-9249-8
Mohamed, Wessam, Landerl, Karin, & Elbert, Thomas. (2014). An epidemiological survey of specific reading and spelling disabilities in Arabic speaking children in Egypt. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 99–117). Dordrecht: Springer.
Myhill, John. (2014). The effect of diglossia on literacy in Arabic and other languages. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 197–223). Dordrecht: Springer.
Rosenhouse, Judith. (2014). Literacy acquisition and diglossia: Textbooks in Israeli Arabic-speaking schools. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 255–278). Dordrecht: Springer.
Russak, Susie, & Fragman, Alon. (2014). The development of grapho-phonemic representations among native Hebrew speakers learning Arabic as a foreign language. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 381–393). Dordrecht: Springer.
Russak, Susie, amp; Saiegh-Haddad, Elinor. (2011). Phonological awareness in Hebrew (L1) and English (L2) in normal and disabled readers [Special issue: Cognitive and linguistic factors in reading acquisition, edited by Ludo Verhoeven, Pieter Reitsma & Linda Siegel]. Reading and Writing, 24(4), 427–442. https://doi.org/10.1007/s11145-010-9235-1
Saiegh-Haddad, Elinor. (2013). A tale of one letter: Morphological processing in early Arabic spelling. [Special issue: Processing Semitic scripts: Reading and writing in Arabic and Hebrew, edited by Zohar Eviatar & David L. Share]. Writing Systems Research, 5(2), 169–188. https://doi.org/10.1080/17586801.2013.857586
Saiegh-Haddad, Elinor. (2017). Learning to read Arabic. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 127–154). Cambridge: Cambridge University Press.
Saiegh-Haddad, Elinor, & Henkin-Roitfarbm Roni. (2014). The structure of Arabic language and orthography. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 3–28). Dordrecht: Springer.
Saiegh-Haddad, Elinor, Kogan, Nadya, & Walters, Joel. (2010). Universal and language-specific constraints on phonemic awareness: Evidence from Russian–Hebrew bilingual children. [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 359–384. https://doi.org/10.1007/s11145-009-9204-8
Saiegh-Haddad, Elinor, & Spolsky, Bernard. (2014). Acquiring literacy in a diglossic context: Problems and prospects. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 225–240). Dordrecht: Springer.
Tibi, Sana, & McLeod, Lorraine. (2014). The development of young children's Arabic language and literacy in the United Arab Emirates. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 303–321). Dordrecht: Springer.
Saiegh-Haddad, E. (2011). Phonological processing in diglossic Arabic: The role of linguistic distance. In E. Broselow & H. Ouli (Eds.), Perspectives on Arabic Linguistics XXII (pp. 269–280). Amsterdam: John Benjamins.Cited by7
Khamis-Dakwar, Reem, & Makhoul, Baha. (2014). The development of ADAT (Arabic Diglossic Knowledge and Awareness Test): A theoretical and clinical overview. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 279–300). Dordrecht: Springer.
Mohamed, Wessam, Landerl, Karin, & Elbert, Thomas. (2014). An epidemiological survey of specific reading and spelling disabilities in Arabic speaking children in Egypt. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 99–117). Dordrecht: Springer.
Myhill, John. (2014). The effect of diglossia on literacy in Arabic and other languages. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 197–223). Dordrecht: Springer.
Saiegh-Haddad, Elinor. (2017). Learning to read Arabic. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 127–154). Cambridge: Cambridge University Press.
Saiegh-Haddad, Elinor, & Henkin-Roitfarbm Roni. (2014). The structure of Arabic language and orthography. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 3–28). Dordrecht: Springer.
Saiegh-Haddad, Elinor, & Spolsky, Bernard. (2014). Acquiring literacy in a diglossic context: Problems and prospects. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 225–240). Dordrecht: Springer.
Tibi, Sana, & McLeod, Lorraine. (2014). The development of young children's Arabic language and literacy in the United Arab Emirates. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 303–321). Dordrecht: Springer.
Saiegh-Haddad, E. (2012a). Literacy reflexes of Arabic diglossia. In M. Leikin, M. Schwartz, & Y. Tobin (Eds.), Current issues in bilingualism: Cognitive and sociolinguistic perspectives (pp. 43–55). New York: Springer.Cited by11
Farran, Lama K., Bingham, Gary E., & Matthews, Mona W. (2014). Environmental contributions to language and literacy outcomes in bilingual English-Arabic children in the U.S. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 351–379). Dordrecht: Springer.
Friedmann, Naama, & Haddad-Hanna, Manar. (2014). Types of Developmental Dyslexia in Arabic. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 119–151). Dordrecht: Springer.
Jarjoura, Waleed, & Karni, Avi. (2014). Braille reading in blind and sighted individuals: Educational considerations and experimental evidence. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 395–408). Dordrecht: Springer.
Khamis-Dakwar, Reem, & Makhoul, Baha. (2014). The development of ADAT (Arabic Diglossic Knowledge and Awareness Test): A theoretical and clinical overview. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 279–300). Dordrecht: Springer.
Mohamed, Wessam, Landerl, Karin, & Elbert, Thomas. (2014). An epidemiological survey of specific reading and spelling disabilities in Arabic speaking children in Egypt. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 99–117). Dordrecht: Springer.
Ravid, Dorit, Naoum, Dina, & Nasser, Suheir. (2014). Narrative development in Arabic: Story re-telling. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 153–170). Dordrecht: Springer.
Rosenhouse, Judith. (2014). Literacy acquisition and diglossia: Textbooks in Israeli Arabic-speaking schools. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 255–278). Dordrecht: Springer.
Saiegh-Haddad, Elinor. (2017). Learning to read Arabic. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 127–154). Cambridge: Cambridge University Press.
Saiegh-Haddad, Elinor, & Henkin-Roitfarbm Roni. (2014). The structure of Arabic language and orthography. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 3–28). Dordrecht: Springer.
Saiegh-Haddad, Elinor, & Spolsky, Bernard. (2014). Acquiring literacy in a diglossic context: Problems and prospects. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 225–240). Dordrecht: Springer.
Tibi, Sana, & McLeod, Lorraine. (2014). The development of young children's Arabic language and literacy in the United Arab Emirates. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 303–321). Dordrecht: Springer.
Saiegh-Haddad, Elinor. (2012b). [Book review: S. Ilaiyan, (2001/2008), Difficulties facing the novice teacher at Arab schools in Israel]. Reading and Writing, 25(1), 301–303. https://doi.org/10.1007/s11145-010-9246-y
Saiegh-Haddad, Elinor. (2013). A tale of one letter: Morphological processing in early Arabic spelling. [Special issue: Processing Semitic scripts: Reading and writing in Arabic and Hebrew, edited by Zohar Eviatar & David L. Share]. Writing Systems Research, 5(2), 169–188. https://doi.org/10.1080/17586801.2013.857586Cited by11
Abu Ahmad, Hanadi, Ibrahim, Raphiq, & Share, David L. (2014). Cognitive predictors of early reading ability in Arabic: A longitudinal study from kindergarten to grade 2. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 171–194). Dordrecht: Springer.
Asadi, Ibrahim A., Ibrahim, Raphiq, & Khateb, Asaid. (2017). What contributes to spelling in Arabic? A cross-sectional study from first to sixth grade. Writing Systems Research, 9(1), 60–81. https://doi.org/10.1080/17586801.2016.1218748
Boudelaa, Sami. (2014). Is the Arabic mental lexicon morpheme-based or stem-based? Implications for spoken and written word recognition. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 31–54). Dordrecht: Springer.
Farran, Lama K., Bingham, Gary E., & Matthews, Mona W. (2014). Environmental contributions to language and literacy outcomes in bilingual English-Arabic children in the U.S. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 351–379). Dordrecht: Springer.
Khoury-Metanis, Afnan, Asadi, Ibrahim A., & Khateb, Asaid. (2018). The contribution of basic linguistic skills to handwriting among fifth-grade Arabic-speaking children. Writing Systems Research, 10(2), 95–110. https://doi.org/10.1080/17586801.2018.1540375
Mohamed, Wessam, Landerl, Karin, & Elbert, Thomas. (2014). An epidemiological survey of specific reading and spelling disabilities in Arabic speaking children in Egypt. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 99–117). Dordrecht: Springer.
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Saiegh-Haddad, Elinor. (2017). Learning to read Arabic. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 127–154). Cambridge: Cambridge University Press.
Saiegh-Haddad, E., & Elouty, Arige. (2018). Inflectional and derivational morphological awareness in Arabic-speaking High versus Low EFL literacy students. Written Language & Literacy, 21(2), 147–168. https://doi.org/10.1075/wll.00013.sai
Saiegh-Haddad, Elinor, & Henkin-Roitfarbm Roni. (2014). The structure of Arabic language and orthography. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 3–28). Dordrecht: Springer.
Yassin, Rana, Share, David L., & Shalhoub-Awwad, Yasmin. (2020). Learning to spell in Arabic: The impact of script-specific visual-orthographic features. Frontiers in Psychology, 11:2059. https://doi.org/10.3389/fpsyg.2020.02059
Saiegh-Haddad, Elinor. (2017). Learning to read Arabic. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 127–154). Cambridge: Cambridge University Press.Cited by2
Saiegh-Haddad, E., & Elouty, Arige. (2018). Inflectional and derivational morphological awareness in Arabic-speaking High versus Low EFL literacy students. Written Language & Literacy, 21(2), 147–168. https://doi.org/10.1075/wll.00013.sai
Share, David L. (2020). Extricating reading science from entrenched anglocentricism, eurocentricism, and alphabetism and embracing global diversity: A personal journey. International Journal for Research in Learning Disabilities, 4(2), 3–14. https://doi.org/10.28987/ijrld.4.2.3
Saiegh-Haddad, E., & Elouty, Arige. (2018). Inflectional and derivational morphological awareness in Arabic-speaking High versus Low EFL literacy students. Written Language & Literacy, 21(2), 147–168. https://doi.org/10.1075/wll.00013.sai
Saiegh-Haddad, E., & Geva, Esther. (2008). Morphological awareness, phonological awareness, and reading in English–Arabic bilingual children. Reading and Writing, 21(5), 481–504. https://doi.org/10.1007/s11145-007-9074-xCited by24
Abu Ahmad, Hanadi, Ibrahim, Raphiq, & Share, David L. (2014). Cognitive predictors of early reading ability in Arabic: A longitudinal study from kindergarten to grade 2. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 171–194). Dordrecht: Springer.
Asadi, Ibrahim A., Ibrahim, Raphiq, & Khateb, Asaid. (2017). What contributes to spelling in Arabic? A cross-sectional study from first to sixth grade. Writing Systems Research, 9(1), 60–81. https://doi.org/10.1080/17586801.2016.1218748
Chen, Xi, Hao, Meiling, Geva, Esther, Zhu, Jin, & Shu, Hua. (2009). The role of compound awareness in Chinese children's vocabulary acquisition and character reading. Reading and Writing, 22(5), 615–631. https://doi.org/10.1007/s11145-008-9127-9
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Farran, Lama K., Bingham, Gary E., & Matthews, Mona W. (2014). Environmental contributions to language and literacy outcomes in bilingual English-Arabic children in the U.S. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 351–379). Dordrecht: Springer.
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Hansen, Gunna Funder. (2014). Word recognition in Arabic: Approaching a language-specific reading model. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 55–76). Dordrecht: Springer.
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Khoury-Metanis, Afnan, Asadi, Ibrahim A., & Khateb, Asaid. (2018). The contribution of basic linguistic skills to handwriting among fifth-grade Arabic-speaking children. Writing Systems Research, 10(2), 95–110. https://doi.org/10.1080/17586801.2018.1540375
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