Reading skills in three orthographies: The case of trilingual Arabic–Hebrew–English-speaking Arab children

By S. Abu-Rabia, Linda Siegel. 2003

123 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1d824d8a161354e4ae2b1c0aa8bf150175e18622

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. Margaret M. Dubeck
2. Eli Hinkel
3. Nadia Taibah
4. Charles Haynes

In Education

1. Margaret M. Dubeck
2. Eli Hinkel
3. Nadia Taibah
4. Charles Haynes

Citations in the corpus

• Handbook of Research in Second Language Teaching and Learning : Volume 2 (2011, background): “Orthographic processing, or the understanding of writing conventions of the language, and correct and incorrect spelling of words remained a problem for both good and poor adolescent trilingual writers in all their languages (Abu-Rabia & Siegel, 2003).”
• Contributions of phonological processing skills to reading skills in Arabic speaking children (2011, background): “shallow and transparent to being deep and opaque (Abu-Rabia, 2000; Abu-Rabia & Siegel, 2002, 2003; Share, 2008).”
• Early Primary Literacy Instruction in Kenya (2011, background): “Teachers in countries such as Canada (Lesaux and Siegel 2003), Greece (Loizou and Stuart 2003), and Israel (Abu-Rabia and Siegel 2003) devote instructional time to these literacy skills as well.”