Linguistic distance and initial reading acquisition: The case of Arabic diglossia

By Elinor Saiegh-Haddad. Applied Psycholinguistics, 2003

349 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/ed4c28f93ac72703c79a1082988e7f58d27e9595

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

1. E. Geva
2. John R. Kirby
3. Sana Tibi
4. Zohar Eviatar
5. Raphiq Ibrahim
6. Soaad M. Abdelhadi
7. Elinor Saiegh-Haddad
8. Y. Chiu

In Developmental and Educational Psychology

1. E. Geva
2. Sana Tibi
3. John R. Kirby
4. Elinor Saiegh-Haddad
5. Soaad M. Abdelhadi
6. Zohar Eviatar
7. Raphiq Ibrahim
8. Xi Chen

Citations in the corpus

• 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, methodology): “This evidence constitutes empirical support for the external crossdialectal validity of the phoneme’s linguistic affiliation constraint in explaining phoneme awareness in diglossic Arabic (Saiegh-Haddad, 2003, 2004).”
• The impact of phonemic and lexical distance on the phonological analysis of words and pseudowords in a diglossic context (2004, background): “This evidence, however, comes from the analysis of pseudo words only (Saiegh–Haddad, 2003).”
• 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, ”
• Correlates of Reading Fluency in Arabic: Diglossic and Orthographic Factors (2005, background): “The first is previous research showing that despite high reading accuracy rates, phoneme isolation and decoding accuracy in Arabic are sensitive to the linguistic affiliation of the target phoneme: SAV versus MSA ( Saiegh-Haddad, 2003, 2004 ).”
• Investigating Phonological Awareness and Naming Speed as Predictors of Reading in Arabic (2018, background): “A key feature of Arabic is diglossia (Ferguson, 1959), the difference between the standard written and spoken forms of the language (referred to as “linguistic distance” by Saiegh-Haddad, 2003, 2005).”