Correlates of Reading Fluency in Arabic: Diglossic and Orthographic Factors
By Elinor Saiegh-Haddad. 2005
215 citations recorded by the source corpus.
Subfields: Cognitive Neuroscience, Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/299fd00e1b4f9c3c254bd71648f1bb166baba1bc
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Cognitive Neuroscience
- E. Geva
- John R. Kirby
- Sana Tibi
- Zohar Eviatar
- Raphiq Ibrahim
- Soaad M. Abdelhadi
- Nadia Taibah
- Charles Haynes
In Developmental and Educational Psychology
- E. Geva
- Sana Tibi
- John R. Kirby
- Elinor Saiegh-Haddad
- Nadia Taibah
- Charles Haynes
- Soaad M. Abdelhadi
- Zohar Eviatar
Citations in the corpus
- Investigating Phonological Awareness and Naming Speed as Predictors of Reading in Arabic (2018, background): “The present results also show that NS is related to a broad range of reading outcomes, whereas previous studies in Arabic have used fewer outcomemeasures (e.g., Layes et al., 2015; Saiegh-Haddad, 2005) or did not control for vocabulary or any other cognitive measure.”
- Perceptual load in the reading of Arabic: Effects of orthographic visual complexity on detection (2011, background): “Writing Systems Research, Vol. 3, No. 2, 2011, 117–127 119 Saiegh-Haddad ( 2003 , 2004 , 2005 ) has shown that phonological differences between MSA and SA affect reading acquisition.”
- Linguistic constraints on children's ability to isolate phonemes in Arabic (2007, background): “Awareness for standard phonemes was also found to be indirectly related to pseudoword reading fluency (accuracy and speed) in Arabic (Saiegh-Haddad, 2005).”
- 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).”
- Morphological awareness, phonological awareness, and reading in English–Arabic bilingual children (2008, background): “The regular and consistent relationship between the orthographic and the phonological representation of words in voweled Arabic, and even in the presence of low levels of oral language proficiency, allows for high decoding accuracy rates even among beginning and poor readers ( Saiegh-Haddad, 2003a, ”