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1.
Raphiq Ibrahim 《Journal of Research in Reading》2011,34(2):247-262
In Arabic, auxiliary verbs are necessary in the written language, but absent from the oral language. This is contrary to languages such as English and French in which auxiliary verbs are mandatory in both written and oral languages. This fact was exploited to examine if dissociation between written and oral forms affects reading measures like letter detection task and therefore to validate the phenomenon of the missing‐letter effect (MLE) and to replicate previous studies. In addition, the study examined whether auxiliary verbs in Arabic are considered as functional elements that constitute part of the structural frame. Sixty native Arabic speakers read a passage while looking for a target letter that was embedded in a preposition, an auxiliary verb or a content word. Results showed the typical MLE with more omissions for the preposition than for the content words. However, the results with the auxiliary verb are less clear. The functional and the syntactic roles of auxiliary verbs in Arabic are discussed. 相似文献
2.
This study investigated the effect of vowels and context on readingaccuracy of skilled adult native Arabic speakers in Arabic and inHebrew, their second language. Their reading comprehension was alsotested in Arabic and Hebrew texts as a function of vowels. Theparticipants (n = 65) read fully vowelized and unvowelized lists ofArabic words, and vowelized and unvowelized paragraphs of Arabic.Further, they, read pointed and unpointed lists of Hebrew words, andpointed and unpointed paragraphs of Hebrew. They were also administeredtwo stories, one in Arabic and one in Hebrew, in two reading conditions,a fully vowelized and unvowelized Arabic story and a pointed andunpointed Hebrew story. The results revealed a significant effect forvowels and for context across all reading conditions in Arabic andHebrew. The surprising result was that the vowelized texts in Arabic andthe pointed and unpointed texts in Hebrew were comprehendedsignificantly better. Further, Pearson correlation procedures andmultiple regression analysis indicated no positive significantrelationship between oral reading accuracy results and silent readingcomprehension results. These findings are explained throughcharacteristics of the Semitic languages Arabic and Hebrew, and thetriliteral/quadriliteral-root model is suggested toexplain reading in unvowelized/unpointed texts in Semitic languages. 相似文献
3.
This study is an investigation into theinterconnections among three languages, Arabic,Hebrew and English, each of which has adifferent orthography. Hebrew and Arabic havemore in common with each other than withEnglish; they are considered ``shallow'orthographies if vowelized and ``deep'orthographies if unvowelized. The reading,language, and working memory skills of 70trilingual Israeli-Arab students, aged 14–15,were assessed. Arabic was their maininstructional language in school, and Hebrewand English were studied as required subjects.All these adolescents studied Hebrew from thethird grade and English from the fourth grade.They were administered word and pseudowordreading, language, orthographic, and workingmemory tests in Arabic, Hebrew, and English. Inspite of differences among these threelanguages, the majority of the children showedadequate proficiency in three languages. Asignificant relationship was found between theacquisition of word and pseudoword readingskills, working memory, and syntactic awarenessskills within and across the three languages.Trilingualism of this nature seems not to havenegative consequences (and may even havepositive consequences) for the development oforal language and reading skills in the threelanguages in spite of their differentorthographies. 相似文献
4.
Liliana Tolchinsky Iris Levin Dorit Aram Catherine McBride-Chang 《Reading and writing》2012,25(7):1573-1598
Preschoolers?? metalinguistic and visual capabilities may be associated with the writing system of their culture. We examined patterns of performance in phonological awareness, naming of letters, morphological awareness, and visual-spatial relations, in 5-year-old native speakers of Spanish (n?=?43), Hebrew (n?=?40), and Cantonese (n?=?63) and the relations of these literacy related skills to concurrent word writing and word reading. The writing systems in these languages represent three major categories, i.e., alphabetic (Spanish), abjad (Hebrew), and morphosyllabic (Chinese). Phonological awareness, letter naming, and perception of visual-spatial relations differed across groups, whereas morphological awareness showed a similar level of attainment in all three languages. Stepwise regression analyses explaining writing and reading for each language separately revealed both commonalities and differences between languages. Phonological awareness assessed by initial syllable deletion contributed to writing and to reading in Cantonese and in Spanish. Phonological awareness assessed by final phoneme isolation explained reading in Hebrew, whereas final and initial phoneme isolation explained writing in Hebrew. Letter naming predicted both writing and reading in Spanish and in Hebrew, while perception of visual-spatial relations did so in Cantonese. At age 5, children??s metalinguistic knowledge and visual discrimination abilities are already attuned to the particular features of the writing system to which they are exposed. 相似文献
5.
This study was an investigation of reading and spelling errors of dyslexic Arabic readers (n=20) compared with two groups of normal readers: a young readers group, matched with the dyslexics by reading level (n=20) and an age-matched group (n=20). They were tested on reading and spelling of texts, isolated words and pseudowords. Two research questions were the focus of this study: What are the reading and spelling profile errors of dyslexic native Arabic speakers? What is the effect of the Arabic orthography on these types of errors? The results of the reading error analysis revealed a clear contribution of the uniqueness of the Arabic orthography to the types of errors made by the three different groups. In addition, the error profiles of the dyslexic readers were similar to the error profiles made by the younger reading-level-matched group in percentages and in quality. The most prominent types of errors were morphological and semiphonetic, which highlighted the contribution of the Arabic orthography to these types of errors. Consistently, the profile of the spelling errors was similar in percentages and quality among the dyslexics and the reading-level-matched group but different from the age-matched group on the spelling measures. The analysis of the spelling errors revealed that the dominant type of error was mostly phonetic due to the limited orthographic lexicon. In addition, the Arabic orthography also contributed to these types of errors because many spelling mistakes were made due to poor knowledge of the spelling rules. The results of the reading and spelling errors are discussed from a reading development point of view. Further, two models are suggested, one for reading and one for spelling, to illustrate the cognitive processes that underlie the reading and spelling mistakes in this type of orthography. 相似文献
6.
This study examined individual differences among beginning readers of English as a foreign language (EFL). The study concentrated
on the effects of underlying first language (L1) knowledge as well as EFL letter and vocabulary knowledge. Phonological and
morphological awareness, spelling, vocabulary knowledge, and word reading in Hebrew L1, in addition to knowledge of EFL letters
and EFL vocabulary, were measured. The study also investigated the effect of socioeconomic background (SES) on beginning EFL
readers. Participants included 145 fourth graders from three schools representing two socioeconomic backgrounds in the north
of Israel. The results indicate that knowledge of English letters played a more prominent role than knowledge of Hebrew L1
components in differentiating between strong and weak EFL readers. The Linguistic Coding Differences Hypothesis was supported
by L1 phonological awareness, word reading, and vocabulary knowledge appearing as part of discriminating functions. The presence
of English vocabulary knowledge as part of the discriminant functions provides support for English word reading being more
than just a decoding task for EFL beginner readers. Socioeconomic status differentiated the groups for EFL word recognition
but not for EFL reading comprehension. 相似文献
7.
Raphiq Ibrahim 《Reading and writing》2006,19(6):563-586
The goal of the present study was to explore the pattern of lexical connections between translation equivalents represented in the cognitive system of an Arabic-Hebrew bilingual. To achieve this goal, repetition priming effects (reaction times (RTs) and accuracy measures) were compared between translation equivalents in the two forms of Arabic, Spoken Arabic (SA) and Literary Arabic (LA), with those between translation equivalents in Hebrew and LA, in native Arabic students living in Israel. While these students master Hebrew as well as they master LA, they consider it as a second language. LA targets were preceded by cognate and non-cognate translation equivalents in SA or Hebrew either immediately (Lag 0) or separated by four unrelated words (Lag 4), in a lexical decision task. The participants were requested to make a word/non-word decision regardless of language. Across languages, morpho-phonemic similarities augmented the repetition priming effects. At Lag 0 this effect was larger when the primes were in Hebrew than when they were in SA. At Lag 4, however, the priming effect between Hebrew and LA was significantly reduced (and even absent for non-cognates). In contrast, the priming effect between Spoken and Literary Arabic was only slightly attenuated. The conclusion was that, despite the intensive daily use and psychological proximity, Spoken and Literary Arabic are represented as first and second languages in the cognitive system of the native Arabic reader, entertaining distinct lexica. However, the strength of the lexical associations between translation equivalents is influenced by the frequency of concomitant use. 相似文献
8.
The paper reported an exploratory study that tested (a) the relationship between phonological and morphological awareness
in English (L1)–Arabic (L2) bilingual children in Canada (N = 43), and (b) the relevance of these skills to word and pseudoword reading accuracy, and to complex word reading fluency.
The results showed a significant correlation between phonological awareness in English and in Arabic. However, morphological
awareness in the two languages was not correlated. Phonological awareness predicted reading cross-linguistically, but only
Arabic morphological awareness predicted word reading in English. Moreover, while both phonological and morphological awareness
in English predicted independent unique variance in English word reading, only phonological awareness in Arabic predicted
Arabic word reading. Complex-word reading fluency was predicted by morphological awareness within both languages. Similarly,
in both languages, phonological awareness was the single factor predicting pseudoword decoding accuracy. The results are discussed
in terms of cross-linguistic differences between English and Arabic in orthographic depth and in morphological structure and
transparency. 相似文献
9.
This paper reports on an investigation into the morphosyntactic processing of second language (L2) learners who differ in terms of language learning experience. The chief area of interest was the relationship of L2 learning patterns and experience to the acquisition of automatized processing skills in the morphological domain. English- and Russian-native speakers of Hebrew as L2 were assessed on their sensitivity to complex morphological structures which do not exist in their respective native languages (L1). The Hebrew word formation rule which was the focus of investigation was the affixation of prepositions to nouns, resulting in single words which are also full prepositional phrases. In both English and Russian, prepositions and nouns in prepositional phrases must be autonomous. Participants named high frequency words of one (e.g., /parah/ cow) and three morphemes (e.g., /bakis/ in the pocket), which were presented in a control condition and also presented in conditions which either preserved or disrupted the natural morpheme boundaries through the manipulation of font-size. In addition to the experimental measure, participants were also asked to read an expositional passage from a popular Israeli newspaper. Results showed that the Russians, although significantly more accurate than the English speakers at text reading, were significantly less accurate and slower than the English at the naming task, and less impaired by the experimental manipulations. The results are discussed in terms of automaticity, print exposure and age of L2 acquisition. 相似文献
10.
In this paper we review the literature on visual constraints in written word processing. We notice that not all letters are equally visible to the reader. The letter that is most visible is the letter that is fixated. The visibility of the other letters depends on the distance between the letters and the fixation location, whether the letters are outer or inner letters of the word, and whether the letters lie to the left or to the right of the fixation location. Because of these three factors, word recognition depends on the viewing position. In languages read from left to right, the optimal viewing position is situated between the beginning and the middle of the word. This optimal viewing position is the result of an interplay of four variables: the distance between the viewing position and the farthest letter, the fact that the word beginning is usually more informative than the word end, the fact that during reading words have been recognised a lot of times after fixation on this letter position and the fact that stimuli in the right visual field have direct access to the left cerebral hemisphere. For languages read from right to left, the first three variables pull the optimal viewing position towards the right side of the word (which is the word beginning), but the fourth variable counteracts these forces to some extent. Therefore, the asymmetry of the optimum viewing‐position curve is less clear in Hebrew and Arabic than in French and Dutch. 相似文献
11.
The present study examined factors that influence the process of learning to read in a second language. The Hebrew reading
comprehension skills of 68 Russian-speaking children (mean age 7 years 6 months) were screened at the start of Grade 2. From
this sample, 40 participants were selected: 20 successful learners and 20 unsuccessful learners. These two groups were then
tested on a wide range of language skills (e.g., phonological processing, vocabulary, syntactic and morphological awareness)
in both languages (Hebrew and Russian) and reading skills in Hebrew (e.g., reading speed and accuracy).
Two factors, level of spoken Hebrew and phonological awareness deficits in both languages, were significant. Phonological
awareness difficulties constituted the key factor associated with poor decoding whereas insufficient mastery of spoken Hebrew
was important in the case of reading comprehension. An interesting dissociation was also found in our poor readers between
impaired phonological awareness and other unimpaired phonological processing abilities such as oral pseudoword repetition
and working memory. These findings suggest that, in addition to poor spoken L2 proficiency, poor readers are characterized
more by a metalinguistic rather than a linguistic deficit in their native tongue. 相似文献
12.
This study investigated the effect of Arabic vowels and Arabic context on reading accuracy of poor and skilled native Arabic readers reading narrative stories and newspaper articles. Central to this study is the belief that reading theory today should consider additional variables, especially when explaining the reading process in Arabic orthography among poor and skilled readers. This orthography has not been studied: reading theory today is the sum of conclusions from studies conducted in Latin orthography. The subjects were 109 tenth-grade native Arabic speakers, 39 of them poor readers and 70 skilled readers. Subjects had to read Arabic narrative stories and newspaper articles. There were four reading conditions for each text type: vowelized text, unvowelized text, vowelized word naming, and unvowelized word naming. The results showed that vowels and contexts were important variables to facilitate word recognition in poor and skilled readers in Arabic orthography. A new Arabic reading model for skilled readers is suggested. 相似文献
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14.
Liat Feder 《The Journal of educational research》2020,113(3):226-243
AbstractThis research examined differences between dyslexic, poor and normal readers who learn in the same educational framework, across various linguistic and meta-linguistic skills in Hebrew as the first language (L1) and English as a foreign language (FL), following an intervention program focusing on English linguistic skills. The participants included 124 sixth graders divided into an experimental and a control group, where each group was divided into dyslexic, poor and normal readers. The experimental group participated in an intervention program in English, constructed to the requirements of this research, in addition to the regular sixth-grade English curriculum. All participants were administered a battery of tests in English and Hebrew: phonology, morphology, syntax, semantics, orthography, decoding, word recognition, reading fluency, dictation, spelling and reading comprehension before and after the intervention program. More significant differences in most linguistic and meta-linguistic skills improvement in English and in Hebrew were found in the experimental group compared to the control group, with the most significant improvement exhibited by the dyslexic readers. The findings indicate the contribution of the intervention program in English for improving linguistic and meta-linguistic skills in both languages among all readers, and especially among dyslexic readers. Enlargement of the curriculum in English appears to expand their potential, and their improvement is better than that of the poor and normal readers. 相似文献
15.
Word recognition and basic cognitive processes among reading-disabled and normal readers in Arabic 总被引：1，自引：0，他引：1
This study investigated word identification inArabic and basic cognitive processes inreading-disabled (RD) and normal readers of thesame chronological age, and in younger normalreaders at the same reading level. The studyfocused on the word identification processes ofphonological decoding and orthographicprocessing and the cognitive processes ofsyntactic and morphological awareness, workingmemory, and visual processing. RD children werecompared with normal readers on a battery oftests developed in Arabic on the basis of thoseavailable in English and Hebrew. The presentresults revealed deficiencies among the RD childrenin phonological decoding, in contrast torelative strengths in orthographic processing. These data were consistent with English-languagefindings. The analysis of basiccognitive processes indicated significantdeficiencies in morphology, working memory, andsyntactic and visual processing, with the mostsevere deficiencies observed for phonologicalawareness. The results are discussed in lightof international RD findings and the nature ofArabic orthography. 相似文献
16.
While much is known about Latin orthography little is known about Arabic orthography. This study investigates the effect of vowels on reading accuracy in Arabic orthography. Participants were 64 native Arabic speakers. Four kinds of written Arabic texts were administered: narrative, informative, poetic and Koranic. Three texts of each kind were presented in three reading conditions: correctly vowelized, unvowelized and wrongly vowelized. Results indicated that vowels had a significant effect on reading accuracy of poor and skilled readers in reading each of the four kinds of texts. The results are discussed in light of the concept that more cross-cultural considerations should be made in reading theory today. 相似文献
17.
Brain activity of regular and dyslexic readers while reading Hebrew as compared to English sentences
The aim of the present study was to examine differences among regular and dyslexic adult bilingual readers when processing reading and reading related skills in their first (L1 Hebrew) and second (L2 English) languages. Brain activity during reading Hebrew and English unexpected sentence endings was also studied. Behavioral and electrophysiological measures including event-related potentials (ERP) and low resolution electromagnetic tomography (LORETA) methodology were employed. Results indicated discrepancies in the processing profiles of dyslexic and regular bilingual readers in both first and second languages. In general, the amplitudes of the evoked potentials were higher and the latencies longer among dyslexic readers during processing of information in first and second languages (L1 and L2), but were more pronounced in English (L2). LORETA analysis indicated evidence that the source of brain activity measured by current density of brain activation is different when reading Hebrew as compared to English sentences mainly among dyslexics and not among regular readers. The data from the present study supports the dominanat bilingual hypothesis for defining bilinguals. A discrepancy between achievement in performing various L1 and L2 tasks was consistent across groups. Both groups were better in there mother tongue, which was Hebrew as compared to English. 相似文献
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19.
The goal of this study was to investigate how adult English speakers, who are good readers, but who differ in spelling ability, remember word-specific spelling information. In the first experiment, participants learned the spellings of words they had previously misspelled, while thinking out loud. The main strategies observed in order of popularity were: letter rehearsal, overpronunciation, comparison of the remembered and the correct spelling, morphological analysis and visualisation. All strategies produced good learning success for the better spellers, but weaker spellers had less success with overpronunciation, comparison and morphological analysis. In a second experiment, when participants were shown their misspelling and the correct spelling, and instructed to use either overpronunciation or comparison to learn the correct spelling, learning success was independent of spelling ability. However, sequential verbal memory ability was associated with greater success in using overpronunciation, and sequential visual memory ability with greater success in using comparison. The findings provide new insight into the types of strategies that advanced learners use spontaneously to memorise arbitrary letter sequences, as well as revealing how effective the strategies are. 相似文献
20.
The present study examined whether sublexical morphological processing takes place during visual word-recognition in Hebrew, and whether morphological decomposition of written words depends on lexical activation of the complete word. Furthermore, it examined whether morphological processing is similar when reading Hebrew as a first language (L1) or as a second language (L2), and whether L1’s morphological background, Semitic or Indo-European, modulates morphological processing in L2 Hebrew (a Semitic language), among proficient readers. To reveal the sublexical processing of the Hebrew morphemes, the Root (R) and the Pattern (P), a lexical-decision task was conducted, in which all critical stimuli were non-word letter-strings manipulated to include or exclude real Hebrew morphemes. Different combinations of real (+) and pseudo (?) morphemes yielded four types of non-words (+R+P; +R?P; ?R+P, ?R?P). Three groups of proficient Hebrew readers were tested: L1 Hebrew, L1 English-L2 Hebrew, and L1 Arabic-L2 Hebrew. Results demonstrated significant differences in latency and accuracy of responses to the four morphological conditions, indicating that sublexical morphological processing occurs during visual word-recognition of morphologically structured letter-strings in Hebrew. Importantly, the activation of real Hebrew morphemes occurred in non-word stimuli, indicating that morphological processing in Hebrew is separable from lexical activation. Moreover, the same pattern of results was observed in all three L1 groups, indicating that proficient L2 readers exhibit morphological processing strategies that are tuned to the L2 morphology, regardless of their L1 background. 相似文献