Morphological awareness, phonological awareness, and reading in English–Arabic bilingual children

By Elinor Saiegh-Haddad, E. Geva. 2008

326 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/06261bd21ee00cfc0c32e133d05d8b7a59173050

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Michael J. Kieffer
2. Xi Chen
3. C. McBride-Chang
4. Catherine McBride
5. X. Tong
6. A. Wong
7. E. Geva
8. Hongyun Liu

In Statistics and Probability

1. Michael J. Kieffer
2. Xi Chen
3. Catherine McBride
4. C. McBride-Chang
5. A. Wong
6. X. Tong
7. Kevin Kien-Hoa Chung
8. Hongyun Liu

Citations in the corpus

• Morphological Awareness and Word Reading in English Language Learners: Evidence from Spanish- and Chinese-Speaking Children. (2011, background): “Only a small number of studies have tested the link between morphological awareness and word reading in English among bilingual/ELL children (Deacon, Wade-Woolley, & Kirby, 2007; Saiegh-Haddad & Geva, 2008; Schiff & Calif, 2007; Siegel, 2008; Wang, Cheng, & Chen, 2006).”
• Contributions of phonological processing skills to reading skills in Arabic speaking children (2011, background): “In a study of bilingual Arabic/English speaking third graders, Saiegh-Haddad and Geva (2008) found that beyond oral language proficiency, PA was the only factor explaining unique variance in word reading accuracy in vowelized Arabic, whereas both PA and morphological awareness explained unique var”
• How socioeconomic status, executive functioning and verbal interactions contribute to early academic achievement in Chinese children (2017, result): “…are somewhat similar to results from previous studies where strong associations among phonological awareness, reading in English (Chow et al., 2005; Saiegh-Haddad & geva, 2008), Chinese (Chow et al., 2005; McBrideChang & Ho, 2005) and mathematics (Jordan, Mulhern, & Wylie, 2009) were found.”
• Chinese-English biscriptal reading: cognitive component skills across orthographies (2010, background): “As has been suggested elsewhere, phonological processing is a universal aspect of reading acquisition (Hu & Catts, 1998; Saiegh-Haddad & Geva, 2008), and phonological awareness is a cognitive-linguistic construct that underlies word reading across scripts ( Saiegh-Haddad & Geva, 2007; Perfetti, Liu”
• Roles of morphological awareness in the reading comprehension of Spanish-speaking language minority learners: Exploring partial mediation by vocabulary and reading fluency (2012, background): “A few studies conducted with LM learners (Ramirez et al., 2010) and elective bilinguals (e.g., Deacon et al., 2007; Saiegh-Haddad & Geva, 2008) demonstrate a relationship between MA and word reading, but it is unclear whether this pathway ultimately explains the reading comprehension difficulties…”
• Morphological awareness in Spanish-speaking English language learners: within and cross-language effects on word reading (2010, background): “ Saiegh-Hadadd and Geva (2008) investigated the transfer of morphological awareness among Canadian-Arabic children for whom English was the stronger language.”