Word recognition and basic cognitive processes among reading-disabled and normal readers in Arabic

By S. Abu-Rabia, D. Share, M. Mansour. 2003

221 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/0d89e0138590b23021d64012d7440f0920d72e1a

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In Developmental and Educational Psychology

Citations in the corpus

Writing System Variation and Its Consequences for Reading and Dyslexia (2018, background): “Ligaturing—the joining of letters—is often considered a source of difficulty in learning to read in Arabic (Abu-Rabia et al., 2003; Saiegh-Haddad & Henkin-Roitfarb, 2014).”
Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory. (2005, background): “For Arabic (Abu-Rabia et al., 2003), the nonword reading deficit of children with dyslexia was present in both CA and RL comparisons. Finally, a number of studies reported nonword reading deficits for German children with dyslexia. For example, in a longitudinal study, Wimmer (1996) detected difficu”
Morphological awareness, phonological awareness, and reading in English–Arabic bilingual children (2008, unknown): “This relationship has been demonstrated in other languages too ( Abu-Rabia, Share & Mansour, 2003; Assink, Vooijs, & Knuijt, 2000; Ben-Dror, Bentin, & Frost, 1995; Bryant, Nunes, & Aidinis, 1999; Casalis, Cole, & Sopo, 2004; Ku & Anderson, 2003; Elbro & Arnbak, 1996; Fayol, Hupet, & Largy, 1999; Fa”
Reading and spelling error analysis of native (2004, background): “Further, when the phonological decoding skills are not fully mastered and the morphology of the specific language is essential in word recognition (Abu-Rabia et al., 2003), usually heavy reliance on the morphology may occur (Beland & Mimouni, 2001).”
Perceptual load in the reading of Arabic: Effects of orthographic visual complexity on detection (2011, background): “In fact, even though the largest deficit found to date in Arabic reading disabled children is in phonological measures, Abu-Rabia et al. (2003) suggest that “ … the visual-orthographic reading route is still probably the most effective reading strategy due to the orthographic nature of the Arabic…”