Bilingual is as bilingual does: Metalinguistic abilities of Arabic-speaking children

By Zohar Eviatar, Raphiq Ibrahim. Applied Psycholinguistics, 2000

188 citations recorded by the source corpus.

How researchers see this paper

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

Anxiety and EFL: does multilingualism matter? (2013, background): “For example, there are several studies (Bialystok 2006 ; Evitar and Ibrahim 2000 ; Herdina and Jessner 2002 ; Jessner 2005 ; Le Pichon Vorstman et al.”
Perceptual load in the reading of Arabic: Effects of orthographic visual complexity on detection (2011, background): “Eviatar and Ibrahim (2000) showed that young Arab children who have been exposed to Literary Arabic function as bilinguals on tests of meta-linguistic awareness.”
Writing System Variation and Its Consequences for Reading and Dyslexia (2018, background): “…these cases the spoken language is normally not written, so learning to read is tantamount to learning a foreign language (for relevant neuropsychological evidence supporting this claim in the case of Arabic, see Eviatar & Ibrahim, 2000; Khamis-Dakwar & Froud, 2007 ; Nevat, Khateb, & Prior, 2014).”
The cognitive processes involved in learning to read in Arabic (2004, background): “What influences do these features of the Arabic orthography have on learning to read? And, despite these ways in which the Arabic writing system is different from other alphabetic writing systems, does the general framework describing the three phases of learning to read still apply as children lear”