Learning to spell in Hebrew: Phonological and morphological factors

Reading and Writing

Volumn 14, Issue 5-6, 2001, Pages 459-485

  Ravid, Dorit ^a  

^a TEL AVIV UNIVERSITY   (Israel)

Author keywords

Function letters; Hebrew; Morphology; Phonology; Root letters; Spelling

Indexed keywords

EID: 0000379486     PISSN: 09224777     EISSN: None     Source Type: Journal    
DOI: 10.1023/a:1011192806656     Document Type: Article

References (71)

1. Anglin, J.M. (1993). Vocabulary development: A morphological analysis, Monographs of the Society for Research in Child Development 58: 10.
2. Bauet, L.L. (1990). Spelling rule usage among students with learning disabilities and normally achieving students, Journal of Reading Disabilities 23: 121-128.
3. Ben-Dror, I., Bentin, S. & Frost, R. (1995). Semantic, phonologic and morphologic skills in reading disabled and normal children, Reading Research Quarterly 30: 876-893.
4. Bentin, S. (1992). Phonological awareness, reading, and reading acquisition: a survey and appraisal of current knowledge. In: L. Katz & R. Frost (eds.), Orthography, phonology, morphology and meaning (pp. 193-210). Amsterdam: Elsevier Science Publishers.
5. Berman, R.A. (1981). Regularity vs. anomaly: The acquisition of Hebrew inflectional morphology, Journal of Child Language 8: 265-282.
6. Berman, R.A. (1985). Acquisition of Hebrew. In: D.I. Slobin (ed.), The crosslinguistic study of language acquisition, Vol I (pp. 255-371). Hillsdale, NJ: Erlbaum.
7. Berman, R.A. (1987). Productivity in the lexicon: New-word formation in Modern Hebrew, Folia Linguistica 21: 225-254.
8. Berman, R.A. (1993). Markings of verb transitivity by Hebrew-speaking children, Journal of Child Language 20: 641-669.
9. Berman, R.A. (1995). Word-formation as evidence. In: D. McLaughlin & S. McEwen (eds.), Proceedings of the 19th Annual Boston University Conference on Language Development, Vol. 1 (pp. 82-95). Somerville, MA: Cascadilla Press.
10. Berman, R.A. (1997a). Israeli Hebrew. In: R. Hezron (ed.), The Semitic languages (pp. 312-333). London: Routledge.
11. Berman, R.A. (1997b). Preliterate knowledge of language. In: C. Pontecorvo (ed.), Writing development: An interdisciplinary view (pp. 61-76). Amsterdam: Benjamins.
12. Blanche-Benveniste, C. & Chervel, A. (1974). L'orthographe [The orthography]. Paris: F. Maspero.
13. Blau, Y. (1971). Biblical Hebrew phonology and morphology. Tel Aviv: Ha-kibbutz Ha-me'uchad. [in Hebrew]
14. Bolozky, S. (1997). Israeli Hebrew phonology. In: A.S. Kaye (ed.), Phonologies of Asia and Africa (pp. 287-311). New York: Eisenbrauns.
15. Bryant, P.E. & Goswami, U. (1987). Phonological awareness and learning to read. In J.R. Beech & A.M. Colley (eds.), Cognitive approaches to reading (pp. 213-243). Eondon: John Wiley & Sons.
16. Bybee, J. ( 1995). Diachronie and typological properties of morphology and their implications for representation. In: E.B. Feldman (ed.), Morphological aspects of language processing (pp. 225-246). Hillsdale, NJ: Erlbaum.
17. Byrne, B. (1996). The learnablity of the alphabetic principle: children's initial hypotheses about how speech represents spoken language, Applied Psycholinguistics 17: 401-26.
18. Carlisle, J. (1995). Morphological awareness and early reading achievement. In: E.B. Feldman (ed.), Morphological aspects of language processing (pp. 189-209). Hillsdale, NJ: Erlbaum.
19. Carlisle, J. & Nomanbhoy, D. (1993). Phonological and morphological awareness in first graders, Applied Psycholinguistics 14: 177-195.
20. Chomsky, N. & Halle, M. (1968). The sound pattern of English. New York: Harper & Row.
21. Choueka, Y (1996). Rav milim [Multi-word]: a dictionary of contemporary Hebrew. Tel Aviv: Center for Educational Technology, [in Hebrew]
22. Clark, E.V. (1993). The lexicon in acquisition. Cambridge: Cambridge University Press.
23. Clark, E.V. & R.A. Berman. (1984). Structure and use in the acquisition of word-formation, Language 60: 542-590.
24. Crystal, D. (1995). The Cambridge encyclopedia of the English language. Cambridge: Cambridge University Press.
25. Derwing, B.E. (1992). Orthographic aspects of linguistic competence. In: P. Downing, S.D. Eima & M. Noonan (eds.), The linguistics of literacy (pp. 193-210). Amsterdam/ Philadelphia: John Benjamins.
26. Ellis, N.C. (1994). Longitudinal studies of spelling development. In: G.D.A Brown & N.C. Ellis (eds.), Handbook of spelling: Theory, process and intervention (pp. 155-177). Chichester: John Wiley & Sons.
27. Ephratt, M. (1997). The psycholinguistic status of the root in Modern Hebrew, Folia Linguistica 31: 77-103.
28. Eylon, A. (1992). Spelling errors in gradeschool children, and developing a computer-assisted program for correcting intervention for improving spelling ability. Unpublished doctoral dissertation, School of Education, Tel Aviv University, [in Hebrew]
29. Fayol, M., Eargy, P. & Eemaire, P. (1994). When cognitive overload enhances subject-verb agreement errors. A study in French written language, Quarterly Journal of Experimental Psychology 47: 437-464.
30. Fowler, A.E. & Eiberman, I.Y. (1995). Morphological awareness and early reading achievement. In: E.B. Feldman (ed.), Morphological aspects of language processing (pp. 189-210). Hillsdale, NJ: Erlbaum.
31. Frost, R. (1992). Orthography and phonology: The psychological reality of orthographic depth. In: P. Downing, S.D. Eima & M. Noonan (eds.), The linguistics of literacy (pp. 255-274). Amsterdam/Philadelphia: John Benjamins.
32. Gillis, S. & De Schutter, G. (1996). Intuitive syllabification: universals and language-specific constraints, Journal of Child Language 23: 487-514.
33. Gillis, S. & Sandra, D. (1998). Children's and adults' syllabification: The influence of spelling. In: A. Aksu-Koc, E. Erguvanli-Taylan, A. Sumru Ozsoy & A. Kuntay (eds.), Perspectives on language acquisition (pp. 337-354). Istanbul: Bogazici University Press.
34. Gillis, S. & Ravid, D. (In press). Differential effects of phonology and morphology in children's orthographic systems: A cross-linguistic study of Hebrew and Dutch. In: E. Clark (ed.), The Proceedings of the 31st Annual Child Language Research Forum. Stanford: Center for the Study of Language and Information.
35. Goswami, U. (1999). The relationship between phonological awareness and orthographic representation in different orthographies. In: M. Harris & G. Hatano (eds.), Learning to read and write: A crosslinguistic perspective (pp. 134-156). Cambridge: Cambridge University Press.
36. Goswami, U. & Bryant, P. (1990). Phonological skills and learning to read. Hove: LEA.
37. Henry, M.K. (1993). Morphological structure: Latin and Greek roots and affixes as upper grade code strategies, Reading and Writing 5: 227-241.
38. Jones, N.K. (1991). Development of morphophonemic segments in children's mental representations of words, Applied Psycholinguistics 12: 217-239.
39. Kaplan, D. (1983). Order of acquisition of morpho-syntactic elements in Hebrew-speaking nursery schoolers. Master's thesis, Tel Aviv University. [In Hebrew]
40. Koriat, A., Greenberg, N.S., & Goldshmid, Y. (1991). The missing-letter effect in Hebrew: word frequency or word function? Journal of Experimental Psychology: Learning, Memory and Cognition 17: 66-80.
41. Levin, L, Amsterdamer, P. & Korat, O. (1997). Emergent writing in kindergartners: Developmental aspects and effects of language structure. In: Y. Shimron (ed.), Psycholinguistic studies in Israel (pp. 248-289). Jerusalem: Magnes, [in Hebrew]
42. Levin, I. & Korat, O. (1993). Sensitivity to phonological, morphological, and semantic cues in early reading and writing in Hebrew. Merrill-Palmer Quarterly 39: 213-232.
43. Levin, I., Ravid, D. & Rappaport, S. (1999). Developing morphological awareness and learning to write: A two-way street. In: T. Nunes (ed.), Learning to read: An Integrated view from research and practice (pp. 77-104). Amsterdam: Kluwer.
44. Levin, I., Ravid, D. & Rappaport, S. (in press). Morphology and spelling among Hebrewspeaking children: From kindergarten to first grade, Journal of Child Language.
45. Levy, Y. (1980). The acquisition of gender. Unpublished doctoral dissertation, Hebrew University, [in Hebrew]
46. McCarthy, J. (1982). Prosodie templates, morphemic templates, and morphemic tiers. In: H. van der Hulst & N. Smith (eds.), The structure of phonological representation, Part I (pp. 191-223). Dordrecht: Foris.
47. Nunes, T., Bryant, P. & Bindman, M. (1997). Morphological spelling strategies: Developmental stages and processes, Developmental Psychology 33: 637-649.
48. Piaget, J. & Inhelder, B. (1968). The psychology of the child. London: Routledge & Kegan
49. Paul. Ravid, D. (1990). Internal structure constraints on new-word formation devices in Modern Hebrew, Folia Linguistica 24: 289-347.
50. Ravid, D. (1995). Language change in child and adult Hebrew: A psycholinguistic perspective. New York: Oxford University Press.
51. Ravid, D. (1996). Accessing the mental lexicon: Evidence from incompatibility between representation of spoken and written morphology, Linguistics 34: 1219-1246.
52. Ravid, D. (1997). Morphological development a duo: Pre- and proto-morphology in the language of Hebrew-speaking twins, Papers and Studies in Contrastive Linguistics 33: 79-102.
53. Ravid, D. (In press). A developmental perspective on root perception in Hebrew and Palestinian Arabic. In: Y Shimron (ed.), The processing and acquisition of root-based morphology. Amsterdam: Benjamins.
54. Ravid, D. & Avidor, A. (1998). Acquisition of derived nominals in Hebrew: developmental and linguistic principles, Journal of Child Language 25: 229-266.
55. Ravid, D. & Nir, M. (in press). On the development of the category of Adjective in Hebrew. In: CLS 1997 Proceedings: The Amsterdam Series in Child Language Development.
56. Ravid, D. & Malenky, A. (submitted). The development of morphological awareness in a morphologically rich language. Paper submitted for publication, Tel Aviv University.
57. Rubin, H. (1988). Morphological knowledge and early writing ability, Language and Speech 31:337-355.
58. Sandbank, A. (1992). The development of text writing in preschoolers and first graders - the process and the product. MA thesis, School of Education, Tel Aviv University, [in Hebrew]
59. Scholfield, P.J. (1994). Writing and spelling: the view from linguistics. In: G.D.A Brown & N.C. Ellis (eds.), Handbook of spelling: Theory, process and intervention (pp. 51-71). Chichester: John Wiley & Sons.
60. Seidenberg, M.S. & McClelland, J.L. (1989). A distributed, developmental model of word recognition and naming, Psychological Review 96: 523-568.
61. Shimron, J. (1993). The role of vowels in reading: A review of studies of English and Hebrew, Psychological Bulletin 114: 52-67.
62. Spencer, A. (1991). Morphological theory, Oxford: Basil Blackwell.
63. Strauss, S., Ravid, D., Zelcer, H. & Berliner, D.C. (1999). Relations between teachers subject matter knowledge about written language and their mental models about children's learning. In: T. Nunes (ed.), Learning to read: An integrated view from research and practice (pp. 259-284). Amsterdam: Kluwer.
64. Totereau, C., Theverin, M.G. & Fayol, M.. (1997). The development of the understanding of number morphology in written French. In: C. Perfetti, M. Fayol & L. Rieben (eds.), Learning to spell (pp. 97-114). Hillsdale, NJ: Erlbaum.
65. Treiman, R. (1993). Beginning to spell. Oxford: Oxford University Press.
66. Treiman, R. & Cassar, M. (1996). Effects of morphology on children's spelling of final consonant clusters, Journal of Experimental Child Psychology 63: 141-170.
67. Treiman, R., Cassar, M. & Zukowski, A. (1994). What types of linguistic information do children use in spelling? The case of flaps, Child Development 65: 1310-1329.
68. Treiman, R., Zukowski, A. & Richmond-Welty, E.D. (1995). What happened to the "n" of sinkt Children's spelling of final consonant clusters, Cognition 55: 1-38.
69. Tyler, A. & Nagy, W. (1990). Use of derivational morphology during reading, Cognition 36: 17-34.
70. Webster, P.E. (1994). Einguistic factors in reading disability: A model for assessing children who are without overt language impairment, Child Language Teaching and Therapy 10: 259-281.
71. Zeidman, O. (2000). Writing, segmentation, and spoken morphological skills in the transition from kindergarten to first grade. MA thesis, Department of Communications Disorders, Tel Aviv University, [in Hebrew]