Morphological awareness, phonological awareness, and reading in English-Arabic bilingual children

Reading and Writing

Volumn 21, Issue 5, 2008, Pages 481-504

  Saiegh Haddad, E ^a   Geva, Esther ^a  

^a BAR ILAN UNIVERSITY   (Israel)

Author keywords

Arabic; Morphological awareness; Morphological Transparency; Orthographic Depth; Phonological Awareness; Reading

Indexed keywords

EID: 44349147371     PISSN: 09224777     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11145-007-9074-x     Document Type: Article

References (95)

1. Abu-Rabia, S., Share, D., & Mansour, M. A. (2003). Word recognition and basic cognitive processes among reading-disabled and normal readers in Arabic. Reading and Writing, 16, 423-442.
2. Adams, M. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
3. Arab-Moghaddam, N., & Senechal, M. (2001). Orthographic and phonological processing skills in reading and spelling in Persian/English bilinguals. International Journal of Behavioral Development, 25, 140-147.
4. Aro, M., & Wimmer, H. (2003). Learning to read: English in comparison to six more regular orthographies. Applied Psycholinguistics, 24, 621-635.
5. Assink, E. H. H., Vooijs, C., & Knuijt, P. P.N. A. (2000). Prefixes as access units in visual word recognition: A comparison of Italian and Dutch data. Reading and Writing, 12, 149-168.
6. Baker, S. K., Simmons, D. C., & Kameeuni, E. J. (1998). Vocabulary acquisition: Research bases. In D. C. Simmons & E. J. Kammeuni (Eds.), What reading research tells us about children with diverse learning needs: Bases and basics (pp. 183-217). Mahwah, NJ, US: Lawrence.
7. Ben-Dror, I., Bentin, S., & Frost, R. (1995). Semantic, phonologic, and morphologic skill in reading disabled and normal children: Evidence from perception and production of spoken Hebrew. Reading Research Quarterly, 30, 876-893.
8. Bentin, S., & Feldman, L. B. (1990). The contribution of morphological and semantic relatedness to repetition priming at short and long lags: Evidence from Hebrew. The Quarterly Journal of Experimental Psychology, 24, 693-711.
9. Bentin, S., & Frost, R. (1995). Morphological factors in visual word recognition in Hebrew. In L. Feldman (Ed.), Morphological aspects of language processing (pp. 217-292). Hillsdale, NJ: Erlbaum.
10. Berent, I., & Shimron, J. (1997). The representation of Hebrew words: Evidence from the contour principle. Cognition, 64, 39-72.
11. Berko, J. (1958). The child's learning of English morphology. Word, 14, 150-177.
12. Berman, R. A. (1985). The acquisition of Hebrew. In D. I. Slobin (Ed.), The cross- linguistic study of language acquisition, vol. 1 (pp. 25-371). Lawrence Erlbaum.
13. Berman, R. A. (1993). Developmental perspectives on transitivity: A confluence of cues. In Y. Levy (Ed.), Other children, other languages: Issues in the theory of acquisition (pp. 189-241). Hilsdale, NJ: Erlbaum.
14. Berman, R. A (1999). Children's innovative verbs versus nouns: Structured elicitations and spontaneous coinages. In L. Menn & N. Bernstein-Ratner (Eds.), Methods in studying language production (pp. 69-93). Mahhwah, NJ: Erlbaum.
15. Bindman, M. (2004). Grammatical awareness across languages and the role of social context: Evidence from English and Hebrew. In T. Nunes & P. Bryant (Eds.), Handbook of children's literacy. (pp. 691-709). Great Britian: Kluwer Academic Publishers.
16. Brittain, M. (1970). Inflectional performance and early reading achievement. Reading Research Quarterly, 6, 34-48.
17. Bryant, P., Nunes, T., & Aidinis, A. (1999). Different morphemes, same spelling problems: Cross-linguistic developmental studies. In M. Harris & G. Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 112-133). Cambridge University Press.
18. Byrne, B. (1996). The learnability of the alphabetic principle: Children's initial hypotheses about how print represents spoken language. Applied Psycholinguistics, 17, 401-426.
19. Caramazza, A., Laudanna, A., & Romani, C. (1988). Lexical access and inflectional morphology. Cognition, 28, 297-332.
20. Carlisle, J. F. (1988). Knowledge of derivational morphology and spelling ability in fourth, sixth and eighth grades. Applied Psycholinguistics, 9, 247-266.
21. Carlisle, J. F. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing, 12, 169-190.
22. Carlisle, J. F., & Nomanbhoy, D. (1993). Phonological and morphological awareness in first graders. Applied Psycholinguistics, 14, 177-195.
23. Carroll, J. B., Davies, P., & Richman, B. (1971). Word frequency book. New York: American Heritage.
24. Casalis, S., Cole, P., & Sopo, D. (2004). Morphological awareness in developmental dyslexia. Annals of Dyslexia, 54, 114-138.
25. Cheng, C., Wang, M., & Chen, S. (2005). Chinese-English biliteracy acquisition. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Toronto, Canada.
26. Chomsky, N., & Halle, M. (1968). The sound pattern of English. New York: Harper & Row.
27. Cisero, C., & Royer, J. (1995). The development and cross-language transfer of phonological awareness. Contemporary Educational Psychology, 20, 313-325.
28. Clark, E. V., & Berman, R. A. (1984). Structure and use in the acquisition of word formation. Language, 60, 542-590.
29. Comeau, L., Cormier, P., Grandmaison, E., & Lacroix, D. (1999). A longitudinal study of phonological processing skills in children learning to read in a second language. Journal of Educational Psychology, 91, 29-43.
30. Deacon, H. S., & Kirby, J. R. (2004). Morphological awareness: Just "more phonological"? The roles of morphological and phonological awareness in reading development. Applied Psycholinguistics, 25, 223-238.
31. Deacon, H. S. & Wade-Wolley, L. (2005). How the relationship between morphological awareness and reading changes as language skills develop. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Toronto, Canada.
32. Dickinson, D. K., McCabe, A., Clark-Chiarelli, N., & Wolf, A. (2004). Cross-language transfer of phonological awareness in low-income Spanish and English bilingual preschool children. Applied Psycholinguistics, 25, 323-347.
33. Doctor, E. A. & Klein, D. (1992). Phonological processing in bilingual word recognition. In R. J. Harris (Ed.), Cognitive processing in bilinguals. (pp. 237-252). Amsterdam: North Holland.
34. Durgunoglu, A. Y. (2002). Cross-linguistic transfer in literacy development and implications for language learners. Annals of Dyslexia, 52, 189-204.
35. Durgunoglu, A. Y., Nagy, W. E., & Hancin-Bhatt, B. J. (1993). Cross-language transfer of phonological awareness. Journal of Educational Psychology, 85, 453-465.
36. Durgunoglu, A. Y., & Oney, B. (1999). A cross-linguistic comparison of phonological awareness and word recognition. Reading and Writing, 11, 281-299.
37. Elbro, C., & Arnbak, E. (1996). The role of morpheme recognition and morphological awareness in dyslexia. Annals of Dyslexia, 46, 209-240.
38. Fang Hu, C., & Catts, H. W. (1993). Phonological recoding as a universal process? Evidence from beginning readers of Chinese. Reading and Writing, 5, 325-337.
39. Fayol, M., & Totereau, C. (2001). Learning the written morphology of plural in written French. In L. Tolcjinski (Ed.), Developmental aspects in learning to write. (pp. 151-173). Doredrecht: Kluwer Academic Publishers.
40. Fayol, M., Hupet, M., & Largy, P. (1999). The acquisition of subject-verb agreement in written French: From novices to experts errors. Reading and Writing, 11, 153-174.
41. Fayol, M., Thenevin, M. G., Jarousse, J. P., & Totereau, C. (1999). From learning to teaching French written morphology. In T. Nunes (Ed.), Learning to read: An integrated view from research and practice (pp. 43-64).
42. Frost, R., Katz, L., & Bentin, S. (1987). Strategies for visual word recognition and orthographic depth: A multilingual comparison. Journal of Experimental Psychology: Human Perception and Performance, 13, 104-115.
43. Frost, R., Forster, K., & Deutsch, A. (1997). What can we learn from the morphology of Hebrew? A masked-priming investigation of morphological representation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23, 829-856.
44. Genesee, F. & Geva, E. (2006). Cross-linguistic relationships in working memory, phonological processes, and oral language. In D. August & T. Shanahan (Eds.), Developing literacy in second language learners: A report of the national literacy panel on language minority children and youth (Chapter 7, pp. 175-184). Mahwah, NJ: Erlbaum.
45. Geva, E., & Siegel, S. (2000). Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages. Reading and Writing, 12, 1-30.
46. Geva, E. & Wade-Woolley, L. (2004). Issues in the assessment of reading disability in second language children. In I. Smythe (Ed.), The international book of dyslexia (pp. 195-206). John Wiley.
47. Geva, E., & Wang. M. (2001). The development of basic reading skills in children: A cross-linguistic perspective. Annual Review of Applied Linguistics, 21, 182-203.
48. Geva, E., Wade-Woolley, L., & Shany, M. (1993). The concurrent development of spelling and decoding in different orthographies. Journal of Reading Behavior, 25, 383-406.
49. Geva, E., Wade-Woolley, L., & Shany, (1997). Development of reading efficiency in first and second language. Scientific Studies of Reading, 1, 119-144.
50. Geva, E., Yaghoubzadeh, Z., & Schuster, B. (2000). Individual differences in word recognition skills of ESL children. Annals of Dyslexia, 50, 123-154.
51. Gholamain, M., & Geva, E. (1999). The concurrent development of word recognition skills in English and Farsi. Language Learning, 49, 183-217.
52. Goswami, U., & Bryant, P. (1990). Phonological skills and learning to read. United Kingdom: Erlbaum.
53. Goswami, U., Ziegler, J., Dalton, L., & Schneider, W. (2003). Nonword reading across orthographies: How flexible is the choice of reading units? Applied Psycholinguistics, 24, 235-247.
54. Ku, Y. M., & Anderson, R. C. (2003). Development of morphological awareness in Chinese and English. Reading and Writing, 16, 399-422.
55. Landerl, K., Wimmer, H., & Frith, U. (1997). The impact of orthographic consistency on dyslexia: A German-English comparison. Cognition 63, 315-334.
56. Leong, C. K. (1989). Productive knowledge of derivational rules in poor readers. Annals of Dyslexia, 39, 94-115.
57. Leong, C. K. (2000). Rapid processing of base and derived forms of words and grades 4, 5 and 6 children's spelling. Reading and Writing, 12, 169-190.
58. Levin, I., Ravid, D., & Rapaport, 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 Academic Publishers.
59. Liberman, I., Liberman, A. M., Mattingly, I., & Shankweiler, D. (1980). Orthography and the beginning reader. In R. L. Venesky & Kavanagh J. F. (Eds.), Orthography, reading, and dyslexia (pp. 137-153). Baltimore, MD: University Park Press.
60. Lyytinen, P., & Lyytinen, H. (2004). Growth and predictive relations of vocabulary and inflectional morphology in children with and without familial risk for dyslexia. Applied Psycholinguistics, 25, 397-411.
61. Mann, V. (2000). Introduction to the special issue on morphology and the acquisition of alphabetic writing systems. Reading and Writing, 12, 143-147.
62. Marslen-Wilson, W., Tyler, L. K., Waksler, R., & Older, L. (1994). Morphology and meaning in the English mental lexicon. Psychological Review, 101, 3-33.
63. McBride-Chang, C., Wagner, R. K., Muse, A., Chow, B. W.-Y., & Shu, H. (2005). The role of morphological awareness in children's vocabulary acquisition in English. Applied Psycholinguistics, 26, 415-435.
64. McCarthy, J. (1981). A prosodic theory of non-concatenative morphology. Linguistic Inquiry, 12, 373-418.
65. Mohany, D. (1994). Using sensitivity to word structure to explain variance in high school and college level reading ability. Reading and Writing, 6, 19-44.
66. Mohany, D., Singson, M., & Mann, V. (2000). Reading ability and sensitivity to morphological relations. Reading and Writing, 12, 191-218.
67. Nagy, W. E., & Anderson, R. C. (1984). How many words are there in printed school English? Reading Research Quarterly, 19, 304-330.
68. National Reading Panel. (2000). Report of the National Reading Panel teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.
69. Nunes, T., Bryant, P., & Bindman, M. (1997). Morphological spelling strategies: Developmental stages and processes. Developmental Psychology, 33, 637-649.
70. Quitregard, D. (1994). Arabic key words. USA: The Oleander Press.
71. Ravid, D. (2002). A developmental perspective on root perception in Hebrew, Palestinian Arabic. In Y. Shimron (Ed.), Language processing and acquisition in languages of Semitic, root-based morphology (pp. 293-319). Amsterdam: Benjamins.
72. Ravid, D., & Farah, R. (1999). Learning about noun plurals in Palestinian Arabic. First Language, 19, 187-206.
73. Ravid, D., & Malenky, D. (2001). Awareness of linear and non-linear morphology in Hebrew: A developmental study. First Language 21, 25-56.
74. Ravid, D., & Schiff, R. (2004). Learning to represent vowels in written Hebrew: Different factors across development. First Language, 24, 185-208..
75. Rosner, J., & Simon, D. (1971). The auditory analysis test: An initial report. Journal of Learning Disabilities, 4, 40-48.
76. Saiegh-Haddad, E. (2003a). Bilingual oral reading fluency and reading comprehension: The case of Arabic/Hebrew (L1)-English (L2) readers. Reading and Writing: An Interdisciplinary Journal, 16, 717-736.
77. Saiegh-Haddad, E. (2003b). Linguistic distance and initial reading acquisition: The case of Arabic diglossia. Applied Psycholinguistics, 24, 115-135.
78. Saiegh-Haddad, E. (2004). The impact of phonemic and lexical distance on the phonological analysis of words and pseudowords in a diglossic context. Applied Psycholinguistics, 25, 495-512.
79. Saiegh-Haddad, E. (2005). Correlates of reading fluency in Arabic: Diglossic and orthographic factors. Reading and Writing, 18, 559-582.
80. Schiff, R., & Ravid, D. (2004). Representing written vowels in university students with dyslexia compared with normal Hebrew readers. Annals of Dyslexia, 54, 39-64..
81. Seymour, P. H. K., Aro, M., & Erskine, J. M. (2003). Foundation literacy skills in European orthographies. British Journal of Psychology, 94, 143-174.
82. Shankweiler, D., & Liberman, I. Y. (1972). Misreading: A search for causes. In J. F. Kavanaugh & I. G. Mattingly (Eds.), Language by eye and by ear. (pp. 293-317). Cambridge, MA: MIT Press.
83. Singson, M., Mohany, D., & Mann, V. (2000). The relation between reading ability and morphological skills: Evidence from derivational suffixes. Reading and Writing, 12, 219-252.
84. Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. National Research Council.
85. Stanovich, K. E (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16, 32-71.
86. Taft, M. (1994). Interactive-activation as a framework for understanding morphological processing. Language and Cognitive Processes, 9, 271-294.
87. Treiman, R., & Cassar, M. (1996). Effects of morphology on children's spelling of final consonant clusters. Journal of Experimental Child Psychology, 63, 141-170.
88. Verhoeven, L., & Perfetti, C. (2003). Introduction to this special issue: The role of morphology in learning to read. Scientific Studies of Reading, 7, 209-217.
89. Wade-Woolley, L., & Siegel, L. (1997). The spelling performance of ESL and native speakers of English as a function of reading skills. Reading and Writing, 9, 387-406.
90. Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192-212.
91. Wimmer, H. (1993). Characteristics of developmental dyslexia in a regular writing system. Applied Psycholinguistics, 14, 1-33.
92. White, T. G., Power, M. A., & White, S. (1989). Morphological analysis: Implications for teaching and understanding vocabulary growth. Reading Research Quarterly, 24, 283-304.
93. Woodcock, R. W. (1987). Woodcock reading mastery test- revised. Circle Pines, MN: American Guidance Services, Inc.
94. Wysocki, K., & Jenkins, J. R. (1987). Deriving word meanings through morphological generalization. Reading Research Quarterly, 22, 66-81.
95. Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, 3-29.