Pub Date : 2019-07-03DOI: 10.1080/17586801.2020.1805394
H. Taha, Hanada Taha
ABSTRACT The current study examined how morpho-orthographic knowledge affects the orthographic preferences among typical and poor native Arab readers. Two-hundred participants (100 typical and 100 poor readers) from second to sixth grade were tested using pseudo-orthographic choice task, which was composed from fifty pairs of homophonic pseudowords. For each pair of homophonic pseudowords, the participants were asked to circle the one that appears acceptable as real word according to its written orthographic pattern. The results revealed that the accuracy levels among typical readers were significantly higher than those of poor readers. Among the typical group of readers, older participants showed higher accuracy levels than younger readers, while this pattern of performance was not shown among the poor readers, indicating that morpho-orthographic knowledge which affect the spelling and orthographic preferences in Arabic is a result of intact reading development.
{"title":"Morpho-orthographic preferences among typical and poor native Arab readers","authors":"H. Taha, Hanada Taha","doi":"10.1080/17586801.2020.1805394","DOIUrl":"https://doi.org/10.1080/17586801.2020.1805394","url":null,"abstract":"ABSTRACT The current study examined how morpho-orthographic knowledge affects the orthographic preferences among typical and poor native Arab readers. Two-hundred participants (100 typical and 100 poor readers) from second to sixth grade were tested using pseudo-orthographic choice task, which was composed from fifty pairs of homophonic pseudowords. For each pair of homophonic pseudowords, the participants were asked to circle the one that appears acceptable as real word according to its written orthographic pattern. The results revealed that the accuracy levels among typical readers were significantly higher than those of poor readers. Among the typical group of readers, older participants showed higher accuracy levels than younger readers, while this pattern of performance was not shown among the poor readers, indicating that morpho-orthographic knowledge which affect the spelling and orthographic preferences in Arabic is a result of intact reading development.","PeriodicalId":39225,"journal":{"name":"Writing Systems Research","volume":"11 1","pages":"212 - 225"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17586801.2020.1805394","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46924181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-03DOI: 10.1080/17586801.2020.1754997
Constanze Weth, Rachel Wollschläger
ABSTRACT Cross-language transfer in vowel spelling is difficult to detect because the relation between a vowel and its grapheme is often ambiguous within a writing system and the interpretation of transfer complex. This study examined French spelling patterns of German fourth graders with French as Foreign language cross-linguistically by applying a fine-grained measure to the differences in spelling, tested with a dictation. The study differentiated between phonologically and graphematically joint vs. unshared vowel graphemes in French and German and the contribution of each category to transfer. Instead of testing orthographic knowledge as in applying the orthographic norm correctly, it used the model of the ‘graphematic solution space' [Neef, M. (2015). Writing systems as modular objects: Proposals for theory design in grapholinguistics. Open Linguistics, 1(1), 708–721.] that takes into account spelling that is graphematically licensed within the involved writing system. The analysis distinguished between poor and good German spellers to get insights on the relation of the pupils’ competence in the German and French spelling. Results showed an influence of the phonological and graphematic overlap in the spelling patterns, but also inconsistencies with both writing systems. The findings challenge statistical learning in multilingual contexts as the produced graphotactic patterns are rather French-like than French.
{"title":"Spelling patterns of German 4th graders in French vowels: insights into spelling solutions within and across two alphabetic writing systems","authors":"Constanze Weth, Rachel Wollschläger","doi":"10.1080/17586801.2020.1754997","DOIUrl":"https://doi.org/10.1080/17586801.2020.1754997","url":null,"abstract":"ABSTRACT Cross-language transfer in vowel spelling is difficult to detect because the relation between a vowel and its grapheme is often ambiguous within a writing system and the interpretation of transfer complex. This study examined French spelling patterns of German fourth graders with French as Foreign language cross-linguistically by applying a fine-grained measure to the differences in spelling, tested with a dictation. The study differentiated between phonologically and graphematically joint vs. unshared vowel graphemes in French and German and the contribution of each category to transfer. Instead of testing orthographic knowledge as in applying the orthographic norm correctly, it used the model of the ‘graphematic solution space' [Neef, M. (2015). Writing systems as modular objects: Proposals for theory design in grapholinguistics. Open Linguistics, 1(1), 708–721.] that takes into account spelling that is graphematically licensed within the involved writing system. The analysis distinguished between poor and good German spellers to get insights on the relation of the pupils’ competence in the German and French spelling. Results showed an influence of the phonological and graphematic overlap in the spelling patterns, but also inconsistencies with both writing systems. The findings challenge statistical learning in multilingual contexts as the produced graphotactic patterns are rather French-like than French.","PeriodicalId":39225,"journal":{"name":"Writing Systems Research","volume":"11 1","pages":"124 - 141"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17586801.2020.1754997","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43959887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-03DOI: 10.1080/17586801.2020.1764159
Lateefeh Maroun, Raphiq Ibrahim, Z. Eviatar
ABSTRACT The main objective of this research was to assess the influence of visual processing on Arabic reading accuracy and fluency of word recognition in a deep (unvowelled) version and a shallow (vowelled) version of the Arabic script on typical and dyslexic readers. We tested three groups, typically reading 6th graders, dyslexic 6th graders, and typically reading 4th graders, who were matched on reading levels with the dyslexic group. In addition to phonological decoding, we tested orthographic and morphological abilities, as well as nonlinguistic visual abilities. The results showed that overall, the Dyslexic group performed worse on the tests of phonology and orthography than both groups of typical readers, but better than the younger readers on the test of morphological sensitivity. The Dyslexics also performed equivalently to the younger readers on the nonlinguistic visual tests, and both were worse than the age matched controls. Regression analyses revealed that although phonological decoding is the best predictor of accuracy in reading both words and nonwords, orthographic abilities also contribute significantly to the variance. In addition, orthographic abilities were the best predictor of the speed of reading words and nonwords for all groups. Vowelled script slowed recognition and lowered accuracy for all groups.
{"title":"Visual and orthographic processing in Arabic word recognition among dyslexic and typical readers","authors":"Lateefeh Maroun, Raphiq Ibrahim, Z. Eviatar","doi":"10.1080/17586801.2020.1764159","DOIUrl":"https://doi.org/10.1080/17586801.2020.1764159","url":null,"abstract":"ABSTRACT The main objective of this research was to assess the influence of visual processing on Arabic reading accuracy and fluency of word recognition in a deep (unvowelled) version and a shallow (vowelled) version of the Arabic script on typical and dyslexic readers. We tested three groups, typically reading 6th graders, dyslexic 6th graders, and typically reading 4th graders, who were matched on reading levels with the dyslexic group. In addition to phonological decoding, we tested orthographic and morphological abilities, as well as nonlinguistic visual abilities. The results showed that overall, the Dyslexic group performed worse on the tests of phonology and orthography than both groups of typical readers, but better than the younger readers on the test of morphological sensitivity. The Dyslexics also performed equivalently to the younger readers on the nonlinguistic visual tests, and both were worse than the age matched controls. Regression analyses revealed that although phonological decoding is the best predictor of accuracy in reading both words and nonwords, orthographic abilities also contribute significantly to the variance. In addition, orthographic abilities were the best predictor of the speed of reading words and nonwords for all groups. Vowelled script slowed recognition and lowered accuracy for all groups.","PeriodicalId":39225,"journal":{"name":"Writing Systems Research","volume":"11 1","pages":"142 - 158"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17586801.2020.1764159","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46001799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-03DOI: 10.1080/17586801.2020.1814482
Aula Khatteb Abu-Liel, Z. Eviatar, Bracha Nir
ABSTRACT The purpose of this paper is to explore the properties of Arabizi as a system with a ‘bottom-up’ orthography that emerged in the specific context of Computer-Mediated Communication (CMC). The study focuses on the dialects spoken in the city of Nazareth and the villages surrounding it (N = 75). We examined the consistency of choice of Latin letters and Arabic numerals for Spoken Arabic (SA) phonemes from two complimentary perspectives: subjective reports and the corpus-based analysis of a unique writing sample in Arabizi, elicited texts. Our results show a consensus on conventions in the transcription process, with some expected variation reflecting differences between regional dialects. This indicated a high degree of normativization or standardisation in Arabizi orthography.
{"title":"Writing between languages: the case of Arabizi","authors":"Aula Khatteb Abu-Liel, Z. Eviatar, Bracha Nir","doi":"10.1080/17586801.2020.1814482","DOIUrl":"https://doi.org/10.1080/17586801.2020.1814482","url":null,"abstract":"ABSTRACT The purpose of this paper is to explore the properties of Arabizi as a system with a ‘bottom-up’ orthography that emerged in the specific context of Computer-Mediated Communication (CMC). The study focuses on the dialects spoken in the city of Nazareth and the villages surrounding it (N = 75). We examined the consistency of choice of Latin letters and Arabic numerals for Spoken Arabic (SA) phonemes from two complimentary perspectives: subjective reports and the corpus-based analysis of a unique writing sample in Arabizi, elicited texts. Our results show a consensus on conventions in the transcription process, with some expected variation reflecting differences between regional dialects. This indicated a high degree of normativization or standardisation in Arabizi orthography.","PeriodicalId":39225,"journal":{"name":"Writing Systems Research","volume":"11 1","pages":"226 - 238"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17586801.2020.1814482","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43877348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-03DOI: 10.1080/17586801.2020.1783425
Norbert Francis
ABSTRACT In the study of reading and writing, the concept of language awareness has come forward for increased attention: that awareness of language form and pattern may be a central contributing factor that explains learning beyond basic beginning level attainment. Cross-cultural and cross-language evidence from different disciplines is important to take into account for a better understanding of the cognitive processes that explain the language awareness factor. Examples from the multilingual Western Hemisphere, from the contact between the American and European languages, are especially relevant because of the time scale of available data (over 2000 years for the first full writing system, successfully deciphered) and the closeness of contact and extensive interaction between the languages (over 500 years). Among the most prominent and thoroughly studied are findings from historical and anthropological research on literacy in the Mayan and Nahuatl languages, the latter from the early Spanish colonial era, the former from the pre-classical period of Mayan civilisation. The findings from this work inform studies of literacy learning among all modern day indigenous language bilingual learners in both Latin America and North America. As an illustration, results from a bilingual (Nahuatl-Spanish) literacy learning project in Puebla state, Mexico, are summarised.
{"title":"Literacy and the language awareness hypothesis","authors":"Norbert Francis","doi":"10.1080/17586801.2020.1783425","DOIUrl":"https://doi.org/10.1080/17586801.2020.1783425","url":null,"abstract":"ABSTRACT In the study of reading and writing, the concept of language awareness has come forward for increased attention: that awareness of language form and pattern may be a central contributing factor that explains learning beyond basic beginning level attainment. Cross-cultural and cross-language evidence from different disciplines is important to take into account for a better understanding of the cognitive processes that explain the language awareness factor. Examples from the multilingual Western Hemisphere, from the contact between the American and European languages, are especially relevant because of the time scale of available data (over 2000 years for the first full writing system, successfully deciphered) and the closeness of contact and extensive interaction between the languages (over 500 years). Among the most prominent and thoroughly studied are findings from historical and anthropological research on literacy in the Mayan and Nahuatl languages, the latter from the early Spanish colonial era, the former from the pre-classical period of Mayan civilisation. The findings from this work inform studies of literacy learning among all modern day indigenous language bilingual learners in both Latin America and North America. As an illustration, results from a bilingual (Nahuatl-Spanish) literacy learning project in Puebla state, Mexico, are summarised.","PeriodicalId":39225,"journal":{"name":"Writing Systems Research","volume":"11 1","pages":"176 - 187"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17586801.2020.1783425","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44115296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-03DOI: 10.1080/17586801.2020.1779903
Karen Huang
ABSTRACT This study argues that the transcription system Zhuyin fuhao, which has been widely used in Taiwan for the last seventy years, has been reinvented as a symbol of Taiwanese identity by the Taiwanese people. With the attempt to localise and globalise in the past 30 years, different scripts have been introduced to codify or transcribe the various languages used in Taiwan. The proposed scripts were often associated with political ideologies and caused controversies. This study focuses on a public debate in 2018 on whether or not Zhuyin fuhao should be abolished. By analysing different discourses, this study shows that it is likely that in the digital age, the transcription system is no longer just a tool for learning characters, rather it has gained orthography status which distances Taiwanese from other Chinese-speaking communities. The transcription system, although originating in China, is a linguistic capital that is shared by all young Taiwanese regardless of their ethnicity and therefore has become an exclusive symbol to represent the emergent Taiwanese national identity.
{"title":"Language ideologies of the transcription system Zhuyin fuhao: a symbol of Taiwanese identity","authors":"Karen Huang","doi":"10.1080/17586801.2020.1779903","DOIUrl":"https://doi.org/10.1080/17586801.2020.1779903","url":null,"abstract":"ABSTRACT This study argues that the transcription system Zhuyin fuhao, which has been widely used in Taiwan for the last seventy years, has been reinvented as a symbol of Taiwanese identity by the Taiwanese people. With the attempt to localise and globalise in the past 30 years, different scripts have been introduced to codify or transcribe the various languages used in Taiwan. The proposed scripts were often associated with political ideologies and caused controversies. This study focuses on a public debate in 2018 on whether or not Zhuyin fuhao should be abolished. By analysing different discourses, this study shows that it is likely that in the digital age, the transcription system is no longer just a tool for learning characters, rather it has gained orthography status which distances Taiwanese from other Chinese-speaking communities. The transcription system, although originating in China, is a linguistic capital that is shared by all young Taiwanese regardless of their ethnicity and therefore has become an exclusive symbol to represent the emergent Taiwanese national identity.","PeriodicalId":39225,"journal":{"name":"Writing Systems Research","volume":"11 1","pages":"159 - 175"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17586801.2020.1779903","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42311703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-03DOI: 10.1080/17586801.2020.1798327
Maryse Maroun, J. Hanley
ABSTRACT The diacritical markers that represent most of the vowels in the Arabic orthography are typically omitted from written texts, thereby making many Arabic words phonologically and semantically ambiguous. Such words are known as heterophonic homographs and are associated with different pronunciations and meanings. The three experiments reported in this paper were conducted to investigate how Arabic readers understand diacritised heterophonic homographs. The results suggested that even when diacritics were added to disambiguate a heterophonic homograph, it was still initially processed as if it was ambiguous and its alternative meaning(s) were activated.
{"title":"Are alternative meanings of an Arabic homograph activated even when it is disambiguated by vowel diacritics?","authors":"Maryse Maroun, J. Hanley","doi":"10.1080/17586801.2020.1798327","DOIUrl":"https://doi.org/10.1080/17586801.2020.1798327","url":null,"abstract":"ABSTRACT The diacritical markers that represent most of the vowels in the Arabic orthography are typically omitted from written texts, thereby making many Arabic words phonologically and semantically ambiguous. Such words are known as heterophonic homographs and are associated with different pronunciations and meanings. The three experiments reported in this paper were conducted to investigate how Arabic readers understand diacritised heterophonic homographs. The results suggested that even when diacritics were added to disambiguate a heterophonic homograph, it was still initially processed as if it was ambiguous and its alternative meaning(s) were activated.","PeriodicalId":39225,"journal":{"name":"Writing Systems Research","volume":"11 1","pages":"203 - 211"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17586801.2020.1798327","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49630138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-03DOI: 10.1080/17586801.2020.1728011
Natalia Bîlici, S. Ugen, Constanze Weth
ABSTRACT Silent orthographic syntactic markers, such as capitalisation of nouns in German are prone to error throughout schooling. The present study explores the spelling patterns related to capitalisation in multilingual pupils with German as a second language and investigates the efficiency of a syntax-based teaching approach of capitalisation for pupils’ spelling performance (n = 246). The results show, firstly, that pupils with German as a second language show similar capitalisation patterns influenced by lexico-semantic and positional factors as pupils with German as a first language. Secondly, the results suggest that a syntax-based teaching approach to capitalisation of nouns is highly effective especially for nominalizations. The study supports the assumption that stimulating pupils’ attention to syntactic structures is beneficial for spelling when these features are represented clearly and regularly in the writing system, but not in phonology.
{"title":"The effects of a syntactic training on multilingual fifth graders’ spelling patterns of noun capitalisation in German","authors":"Natalia Bîlici, S. Ugen, Constanze Weth","doi":"10.1080/17586801.2020.1728011","DOIUrl":"https://doi.org/10.1080/17586801.2020.1728011","url":null,"abstract":"ABSTRACT Silent orthographic syntactic markers, such as capitalisation of nouns in German are prone to error throughout schooling. The present study explores the spelling patterns related to capitalisation in multilingual pupils with German as a second language and investigates the efficiency of a syntax-based teaching approach of capitalisation for pupils’ spelling performance (n = 246). The results show, firstly, that pupils with German as a second language show similar capitalisation patterns influenced by lexico-semantic and positional factors as pupils with German as a first language. Secondly, the results suggest that a syntax-based teaching approach to capitalisation of nouns is highly effective especially for nominalizations. The study supports the assumption that stimulating pupils’ attention to syntactic structures is beneficial for spelling when these features are represented clearly and regularly in the writing system, but not in phonology.","PeriodicalId":39225,"journal":{"name":"Writing Systems Research","volume":"11 1","pages":"95 - 109"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17586801.2020.1728011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48605570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-03DOI: 10.1080/17586801.2020.1787298
Maisam Hayek, A. Karni, Z. Eviatar
ABSTRACT Arabic presents a double challenge in transcoding number-words to numerals because multi-digit numbers are stipulated as units before decades (UD inversion), and it is written right-to-left. Both these aspects are reversed in relation to the direction of writing numerals. We tested the effects of the UD-inversion in multi-digit number words (e.g. four hundred, three and twenty) on transcoding heard or read number-words to numerals, by adult native speakers of Arabic, who were also highly proficient in Hebrew (also written right to left, but without inversion). Speakers of Arabic were slower to complete the task in the standard (UD) format compared to their own performance in the non-standard (DU) format in Arabic. Moreover, presented with standard Arabic, most speakers of Arabic were inconsistent in the order of writing decades and units; often following the UD order of the number-words. As a control condition, Arabic and Hebrew speakers tested in English, performed equally well with faster performance in the DU format. We conjecture that native speakers of Arabic resort to a writing strategy that can reduce the added load on working memory imposed by the UD inversion in standard Arabic, but even in adults transcoding from the Arabic is taxing.
{"title":"Transcoding number words by bilingual speakers of Arabic: writing multi-digit numbers in a units-decades inverting language","authors":"Maisam Hayek, A. Karni, Z. Eviatar","doi":"10.1080/17586801.2020.1787298","DOIUrl":"https://doi.org/10.1080/17586801.2020.1787298","url":null,"abstract":"ABSTRACT Arabic presents a double challenge in transcoding number-words to numerals because multi-digit numbers are stipulated as units before decades (UD inversion), and it is written right-to-left. Both these aspects are reversed in relation to the direction of writing numerals. We tested the effects of the UD-inversion in multi-digit number words (e.g. four hundred, three and twenty) on transcoding heard or read number-words to numerals, by adult native speakers of Arabic, who were also highly proficient in Hebrew (also written right to left, but without inversion). Speakers of Arabic were slower to complete the task in the standard (UD) format compared to their own performance in the non-standard (DU) format in Arabic. Moreover, presented with standard Arabic, most speakers of Arabic were inconsistent in the order of writing decades and units; often following the UD order of the number-words. As a control condition, Arabic and Hebrew speakers tested in English, performed equally well with faster performance in the DU format. We conjecture that native speakers of Arabic resort to a writing strategy that can reduce the added load on working memory imposed by the UD inversion in standard Arabic, but even in adults transcoding from the Arabic is taxing.","PeriodicalId":39225,"journal":{"name":"Writing Systems Research","volume":"11 1","pages":"188 - 202"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17586801.2020.1787298","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42393195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-03DOI: 10.1080/17586801.2020.1751773
Susie Russak
ABSTRACT The present study examined reading and spelling of regular and irregular words in English as a foreign language (EFL) amongst 4th-grade native Arabic and Hebrew speakers. The reading and spelling tasks was drawn from the same pool of lexical items, which were categorised based on how closely they adhered to basic grapheme-phoneme correspondences (regular/irregular). Results showed overall reading scores were higher than spelling scores. Arabic speakers outperformed Hebrew speakers on the word reading task, indicating a potential multilingual advantage. No difference was found between the language groups on word spelling. Irregular words received higher scores than regular words on the reading task whereas opposite results were found for the spelling task, with regular words receiving higher scores than irregular words. When the participants were divided into good and poor ability groups, the three-way interaction indicated that whilst language and word regularity were not related to word reading within the good group, within the poor group irregular words were read with higher accuracy scores. The applicability of existing theoretical models of reading and spelling development for English L1 is considered in light of these cross-linguistic findings. Pedagogical implications relating to differences between language and ability groups are discussed.
{"title":"Reading and spelling processes in EFL amongst Hebrew and Arabic speakers of differing ability levels: similarities and differences","authors":"Susie Russak","doi":"10.1080/17586801.2020.1751773","DOIUrl":"https://doi.org/10.1080/17586801.2020.1751773","url":null,"abstract":"ABSTRACT The present study examined reading and spelling of regular and irregular words in English as a foreign language (EFL) amongst 4th-grade native Arabic and Hebrew speakers. The reading and spelling tasks was drawn from the same pool of lexical items, which were categorised based on how closely they adhered to basic grapheme-phoneme correspondences (regular/irregular). Results showed overall reading scores were higher than spelling scores. Arabic speakers outperformed Hebrew speakers on the word reading task, indicating a potential multilingual advantage. No difference was found between the language groups on word spelling. Irregular words received higher scores than regular words on the reading task whereas opposite results were found for the spelling task, with regular words receiving higher scores than irregular words. When the participants were divided into good and poor ability groups, the three-way interaction indicated that whilst language and word regularity were not related to word reading within the good group, within the poor group irregular words were read with higher accuracy scores. The applicability of existing theoretical models of reading and spelling development for English L1 is considered in light of these cross-linguistic findings. Pedagogical implications relating to differences between language and ability groups are discussed.","PeriodicalId":39225,"journal":{"name":"Writing Systems Research","volume":"11 1","pages":"110 - 123"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17586801.2020.1751773","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44765134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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