Predicting Foreign Language Reading Achievement in Elementary School Students
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Linguistic components of L1, such as phonological awareness, morphological awareness, orthographic knowledge, syntactic awareness, vocabulary, and meta-cognitive knowledge, all contribute to reading comprehension development in a second language.
“Numerous research study findings indicate that linguistic components of L1, such as phonological awareness, morphological awareness, orthographic knowledge, syntactic awareness, vocabulary and meta-cognitive knowledge, all contribute to reading comprehension development in a second language (Lefranc & Armand, 2003;Kahn-Horwitz et al., 2005;Kieffer & Lesaux, 2008;Nassaji & Geva, 1999;Proctor et al.”
From Cognitive Retroactive Transfer (CRT) of Language Skills among Trilingual Arabic-Hebrew and English Learners (2014) · cites this paper as Kahn-Horwitz et al., 2005
Cites
Wagner, R. K., Torgesen, J. K., Rashotte, C. A., Hecht, S. A., Barker, T. A., Burgess, S. R., Donahue, J., & Garon, T. (1997) · Developmental Psychology · doi:10.1037/0012-1649.33.3.468 · Cited by 1,077 · see citing works
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Is the Foreign Language Classroom Anxiety Scale Measuring Anxiety or Language Skills?
Sparks, R. L., & Ganschow, L. (2007) · Foreign Language Annals · doi:10.1111/j.1944-9720.2007.tb03201.x · Cited by 169 · see citing works
Self-citationLong-Term Crosslinguistic Transfer of Skills From L1 to L2
Sparks, R., Patton, J. M., Ganschow, L., & Humbach, N. (2009) · Language Learning · doi:10.1111/j.1467-9922.2009.00504.x · Cited by 160 · see citing works
“In two studies, Kahn-Horwitz, Shimron, and Sparks (2005, 2006) found that performance on L1 Hebrew measures (e.g., word reading, phonological awareness, vocabulary knowledge) predicted L2 reading performance in English.”
BackgroundSelf-citationSparks, R., Patton, J. M., Ganschow, L., Humbach, N., & Javorsky, J. (2008) · Journal of Educational Psychology · doi:10.1037/0022-0663.100.1.162 · Cited by 158 · see citing works
Self-citationSPARKS, R. L., PATTON, J., GANSCHOW, L., & HUMBACH, N. (2009) · Applied Psycholinguistics · doi:10.1017/s0142716409990099 · Cited by 158 · see citing works
Self-citationDyslexia in the Foreign Language Classroom
Nijakowska, J. (2010) · Multilingual Matters eBooks · doi:10.21832/9781847692818 · Cited by 132 · see citing works
Subcomponents of Second-Language Aptitude and Second-Language Proficiency.
Sparks, R., Humbach, N., Patton, J. M., & Ganschow, L. (2011) · Modern Language Journal · doi:10.1111/j.1540-4781.2011.01176.x · Cited by 104 · see citing works
Self-citationRole of Phonological and Morphological Awareness in L2 Oral Word Reading
Schiff, R., & Calif, S. (2007) · Language Learning · doi:10.1111/j.1467-9922.2007.00409.x · Cited by 79 · see citing works
Kahn-Horwitz, J., Shimron, J., & Sparks, R. (2006) · Annals of Dyslexia · doi:10.1007/s11881-006-0007-1 · Cited by 79 · see citing works
“In a related study, Kahn-Horwitz, Shimron, and Sparks (2005) found that phonological and morphological awareness, word recognition, and spelling measured in Hebrew predicted performance on EFL reading measures.”
BackgroundSelf-citationProfiles of more and less successful L2 learners: A cluster analysis study
Sparks, R., Patton, J. M., & Ganschow, L. (2012) · Learning and Individual Differences · doi:10.1016/j.lindif.2012.03.009 · Cited by 77 · see citing works
Self-citationEnglish as a foreign language spelling: comparisons between good and poor spellers
Russak, S., & Kahn-Horwitz, J. (2015) · Journal of Research in Reading · doi:10.1111/jrir.12009 · Cited by 54 · see citing works
Self-citationCognitive Retroactive Transfer (CRT) of Language Skills Among Bilingual Arabic-English Readers
Abu-Rabia, S., Shakkour, W., & Siegel, L. (2013) · Bilingual Research Journal · doi:10.1080/15235882.2013.775975 · Cited by 54 · see citing works
“The findings of numerous studies have indicated that the linguistic components of L1, such as phonological awareness, morphological awareness, orthographic knowledge, syntax awareness, vocabulary, and metacognitive knowledge, contributed to L2 reading-comprehension development (Kahn-Horwitz et al., 2005; Kieffer & Les…”
BackgroundWawire, B., & Kim, Y. (2018) · Scientific Studies of Reading · doi:10.1080/10888438.2018.1474882 · Cited by 49 · see citing works
Acquiring the complex English orthography: a triliteracy advantage?
Kahn-Horwitz, J., Schwartz, M., & Share, D. (2011) · Journal of Research in Reading · doi:10.1111/j.1467-9817.2010.01485.x · Cited by 49 · see citing works
Self-citationIndividual and Longitudinal Differences among High and Low-Achieving, LD, and ADHD L2 Learners.
Sparks, R., Humbach, N., & Javorsky, J. (2008) · Learning and Individual Differences · doi:10.1016/j.lindif.2007.07.003 · Cited by 49 · see citing works
Self-citationEnglish as a foreign language spelling development: A longitudinal study
Kahn-Horwitz, J., Sparks, R., & Goldstein, Z. (2012) · Applied Psycholinguistics · doi:10.1017/s0142716411000397 · Cited by 34 · see citing works
Self-citationDong, J., Li, A., Chen, C.-S., Qu, J., Chen, W., Sun, Y., Hu, L., & Mei, L. (2020) · Human Brain Mapping · doi:10.1002/hbm.25266 · Cited by 29 · see citing works
Abu-Rabia, S., & Shakkour, W. (2014) · Open Journal of Modern Linguistics · doi:10.4236/ojml.2014.41001 · Cited by 26 · see citing works
“…of CRT of reading comprehension skills is similar to those of other studies that proved that reading comprehension abilities are transferable from a L1 to L2 (Proctor, August, Carlo, & Snow, 2006; Kiffer & Lesaux, 2008; Kahn-Horwitz et al., 2005; Van der Leij et al., 2010; Zhang & Koda, 2008).”
BackgroundResultInfluentialArtieda, G. (2017) · System · doi:10.1016/j.system.2017.03.020 · Cited by 24 · see citing works
Fuchs, S., Kahn-Horwitz, J., & Katzir, T. (2019) · Annals of Dyslexia · doi:10.1007/s11881-018-00172-4 · Cited by 22 · see citing works
Self-citationChan, L., & Sylva, K. (2015) · Journal of Early Childhood Literacy · doi:10.1177/1468798414522824 · Cited by 22 · see citing works
Linguistic Intervention Techniques for At-Risk English Language Learners
Schneider, E., & Evers, T. (2009) · Foreign Language Annals · doi:10.1111/j.1944-9720.2009.01008.x · Cited by 22 · see citing works
Développement métalinguistique et apprentissage de la lecture chez les enfants bilingues
Besse, A.-S., Marec-Breton, N., & Demont, É. (2010) · Enfance · doi:10.4074/s001375451000203x · Cited by 20 · see citing works
Kahn-Horwitz, J. (2020) · Cognitive Development · doi:10.1016/j.cogdev.2020.100880 · Cited by 16 · see citing works
Self-citationMonitoring comprehension in a foreign language: Trait or skill?
Temelman-Yogev, L., Katzir, T., & Prior, A. (2020) · Metacognition and Learning · doi:10.1007/s11409-020-09245-5 · Cited by 14 · see citing works
“…reading abilities in L1 and FL (for a review see, Lesaux et al. 2006), as well as parallels in low level linguistic skills such as phonological awareness, letter identification and rapid naming (e.g., Abu-Rabia and Siegel 2003; Chiappe et al. 2002; Kahn-Horwitz et al. 2005; Lesaux and Siegel 2003).”
BackgroundTraining Literacy Skills through Sign Language
Rudner, M., Andin, J., Rönnberg, J., Heimann, M., Hermansson, A., Nelson, K., & Tjus, T. (2015) · Deafness & Education International · doi:10.1179/1557069x14y.0000000037 · Cited by 14 · see citing works
“In particular, first language phonological awareness predicts second language reading abilities (Kahn-Horwitz et al., 2005).”
BackgroundYeon, S., Bae, H. S., & Joshi, R. (2017) · Dyslexia · doi:10.1002/dys.1547 · Cited by 12 · see citing works
Shakkour, W. (2014) · Open Journal of Modern Linguistics · doi:10.4236/ojml.2014.44048 · Cited by 12 · see citing works
“Consequently, it should be easier to transfer morphological skills from deep morphological systems like Arabic, Hebrew, Spanish, Finnish and Korean to transparent morphological systems, like English, but not vice versa (Bindman, 2004; Jarvis & Odlin, 2000; Kahn-Horwitz et al., 2005; Kieffer & Lesaux, 2008; Ramirez, Ch…”
BackgroundKahn-Horwitz, J., Sparks, R., & Goldstein, Z. (2012) · doi:10.1007/978-94-007-2327-6_2 · Cited by 12
“, stop, farm, number) was presented to the students (see Kahn-Horwitz et al., 2005). Each student was requested to read all 20 words aloud. The maximum score for this task was 20 (range 0–20). b. The Woodcock Reading Mastery Test-Revised (1987), Form H: Word Recognition sub-test was administered.”
BackgroundMethodResultInfluentialSelf-citationKahn-Horwitz, J., & Goldstein, Z. (2023) · Language Testing · doi:10.1177/02655322231162838 · Cited by 11 · see citing works
“These linguistic abilities are strongly connected to the acquisition of oral and literary language in both first and additional languages (August & Shanahan, 2006; Cho & Chiu, 2015; Gholomain & Geva, 1999; Kahn-Horwitz et al., 2005; Kahn-Horwitz & Saba, 2018; Russak & Kahn-Horwitz, 2015).”
BackgroundSelf-citationFeder, L., & Abu-Rabia, S. (2021) · Journal of Learning Disabilities · doi:10.1177/00222194211003820 · Cited by 10 · see citing works
“Cross-language transfer of orthographic skills between alphabetic languages and English was found in many studies (Deacon et al., 2009; Kahn-Horwitz et al., 2005; Nassaji & Geva, 1999).”
BackgroundFeder, L., & Abu-Rabia, S. (2020) · The Journal of Educational Research · doi:10.1080/00220671.2020.1782812 · Cited by 10 · see citing works
Adolescent word reading in English as a foreign language
Prior, A., Zeltsman‐Kulick, R., & Katzir, T. (2020) · Journal of Research in Reading · doi:10.1111/1467-9817.12293 · Cited by 10 · see citing works
Wang, C.-C., Yang, Z., Cao, F., Liu, L., & Tao, S. (2018) · Cognitive neuroscience · doi:10.1080/17588928.2018.1529665 · Cited by 10 · see citing works
Haddad-Najjar, L., & Abu-Rabia, S. (2024) · International Journal of Bilingualism · doi:10.1177/13670069241300286 · Cited by 8 · see citing works
“…substantiating transfer from L1 to L2 in a broad array of languages such as Chinese (L1) to English (L2) (Zhang et al., 2014); Hebrew to English (Kahn-Horwitz et al., 2005); Spanish to English (Ramirez et al., 2009, 2010); English to French (Deacon et al., 2007; Lam & Chen., 2018); Turkish to…”
InfluentialSparks, R. L., & Alamer, A. A. (2024) · Applied Psycholinguistics · doi:10.1017/s0142716424000171 · Cited by 7 · see citing works
Self-citationZeguers, M. H. T., van den Boer, M., Snellings, P., & de Jong, P. D. (2018) · Developmental Psychology · doi:10.1037/dev0000606 · Cited by 7 · see citing works
Naming Abilities in Low-Proficiency Second Language Learners
Borodkin, K., & Faust, M. (2014) · Journal of Learning Disabilities · doi:10.1177/0022219412453769 · Cited by 7 · see citing works
EFL literacy instruction as reflected in elementary school textbooks in Israel
Fuchs, S., Katzir, T., & Kahn-Horwitz, J. (2022) · Reading & Writing · doi:10.1007/s11145-022-10301-6 · Cited by 6 · see citing works
“These words will then be saved to students’ long-term memory in a well-organized way, thereby allowing the retrieval of words when needed (Kahn-Horwitz et al., 2005).”
BackgroundSelf-citationAndreou, G., & Segklia, M. (2017) · English Linguistics Research · doi:10.5430/elr.v6n3p62 · Cited by 6 · see citing works
The acquisition of English as a foreign language among different levels of learners with dyslexia
Abu-Rabia, S., & Salfety, A. (2021) · The Journal of Educational Research · doi:10.1080/00220671.2021.1933883 · Cited by 5 · see citing works
“Students with difficulty in phonological dismantling and coding, and with basic skills for reading acquisition in any language, will not succeed in executing these actions in the FL either, and will just double their burden (Chodkiewicz, 1986; Kahn-Horwitz et al., 2005).”
BackgroundSchneider, E., & Kulmhofer, A. (2016) · doi:10.15448/2178-3640.2016.1.23215 · Cited by 5
“They include German (Schneider, 1999), Spanish and French (Sparks, Ganschow, Artzer, & Patton, 1997; Sparks & Ganschow, 1993; Sparks et al., 1991; Sparks, Ganschow et al., 1992) and English (Kahn-Horowitz et al., 2005, 2006; Nijakowska, 2008).”
BackgroundThe role of simultaneous and successive processing in EFL reading.
Filičková, M., Kovalčíková, I., & Ropovik, I. (2016) · International Journal of Psychology · doi:10.1002/ijop.12171 · Cited by 5
Cultural Aspects of EFL Reading Acquisition
Nachmani, L. (2015) · doi:10.1016/j.sbspro.2015.11.248 · Cited by 5
Drumhiller, M. F., & Schwanenflugel, P. (2013) · SAGE Open · doi:10.1177/2158244013487913 · Cited by 4 · see citing works
Hane, A., Ludwig, R. J., Martinez, A. G., Masese, C., Vanhatalo, U., Goddard, C., Jaffe, M. E., Myers, M. M., & Welch, M. G. (2024) · Frontiers in child and adolescent psychiatry · doi:10.3389/frcha.2024.1346121 · Cited by 3 · see citing works
Russak, S., & Zaretsky, E. (2023) · Reading & Writing · doi:10.1007/s11145-023-10435-1 · Cited by 3 · see citing works
“Support for the transfer of L1 morphological awareness skills specifically to reading comprehension in EFL was also reported among Hebrew speaking fourth graders learning EFL (Kahn-Horwitz et al., 2005).”
Does the Simple View of Reading Explain Korean Elementary EFL Learners’ Reading Comprehension?
Kang, Y.-S. (2021) · ENGLISH TEACHING · doi:10.15858/engtea.76.1.202103.57 · Cited by 3
“In addition, such cross-language influences have also been observed in Hebrew-speaking EFL learners in Israel (Kahn-Horwitz et al., 2008).”
BackgroundAndreou, G., & Segklia, M. (2019) · Creative Education · doi:10.4236/ce.2019.105077 · Cited by 3 · see citing works
“An important difference between them is that the English language has a deep orthography (Abu-Rabia & Siegel, 2003; Kahn-Horwitz et al., 2005), whereas Greek a shallow one (Protopapas & Vlahou, 2009).”
BackgroundRudiments of Inflectional Morphology Skills in Emergent English–Hebrew Biliterates
Geva, E., & Shafman, D. (2010) · doi:10.1007/978-1-4419-0834-6_14 · Cited by 3
Güzel, S., & Yılmaz, C. (2023) · Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi · doi:10.17522/balikesirnef.1383324 · Cited by 2 · see citing works
Fostering literacy skills and self-efficacy in a Chinese EAL learner with dyslexia
Kałdonek-Crnjaković, A. (2020) · Australian Journal of Learning Difficulties · doi:10.1080/19404158.2020.1845218 · Cited by 2 · see citing works
L1 and L2 proficiency in Hebrew English adolescent learners
Ravid, D., & Ginat-Heiman, G. (2014) · doi:10.1075/hsld.3.15rav · Cited by 2
Abu-Rabia, S., & Kitany, S. (2022) · Creative Education · doi:10.4236/ce.2022.134076 · Cited by 2 · see citing works
Huo, S. (2017) · doi:10.14288/1.0362561 · Cited by 2
“Longitudinal studies suggest that prior literacy skills and print exposure in L1 predicted later literacy performance in a foreign language (Kahn-Horwitz et al., 2005; Shum, Ho, Siegel, & Au, 2016).”
BackgroundExposure to word spelling and English foreign language vocabulary acquisition
Kahn-Horwitz, J., & Harel, J. (2026) · Reading & Writing · doi:10.1007/s11145-026-10823-3 · Cited by 1 · see citing works
Self-citationTeaching Hebrew as a second language for Arab middle and high school students with disabilities
Kawar, K. (2024) · International Journal of Inclusive Education · doi:10.1080/13603116.2024.2349720 · Cited by 1 · see citing works
“Similar results were found by Kahn-Horwitz, Shimron, and Sparks (2005), indicating that language skills assessed in L1 of native Hebrew speaking in fl uenced their abilities in English as L2, as well as by Helland and Kaasa (2005) for Norwegian students learning English, and Erkan, Kizilaslon, and…”
Besse, A.-S., Marec-Breton, N., Moreira, C. R. L., & Gombert, J. (2019) · Psychologie Francaise · doi:10.1016/j.psfr.2018.05.001 · Cited by 1 · see citing works
Nachmani, L. (2016) · doi:10.15405/epsbs.2016.12.39 · Cited by 1
Relationships among L1 print exposure and early L1 literacy skills, L2 aptitude, and L2 proficiency
Sparks, R., Patton, J. M., Ganschow, L., & Humbach, N. (2011) · Reading & Writing · doi:10.1007/s11145-011-9335-6
“Studies conducted by researchers in both English and other alphabetic and non-alphabetic languages have also established that there are strong relationships between L1 and L2 skills in both school-age and college populations (e.g., see Chung & Suk-Han Ho, 2010; Dufva & Voeten, 1999; Holm & Dodd, 1996; Hulstijn & Bosse…”
BackgroundSelf-citationMulti-literate experience as a treasure chest for young learners of English as a foreign language
Schwartz, M., Ibrahim, R., & Kahn-Horwitz, J. (2016) · Reading & Writing · doi:10.1007/s11145-016-9633-0
Self-citationWeak English foreign language readers: the cross-linguistic impact of morphological awareness
Kahn-Horwitz, J., & Saba, M. (2017) · Reading & Writing · doi:10.1007/s11145-017-9810-9
Self-citation“It’s difficult since there is no rhyme or reason”: Spelling relevance in an EFL context
Saban, M., & Kahn-Horwitz, J. (2021) · Reading & Writing · doi:10.1007/s11145-021-10178-x
Self-citationUnstated so not Understood? Questioning the Fundamentals in Foreign Language Vocabulary Acquisition
Oga-Baldwin, W. L. Q., & Fryer, L. (2026) · Vocabulary Learning and Instruction · doi:10.29140/vli.2026.103238
“This is particularly salient in L2 contexts, where a learner’s L1 can influence their processing of the L2 (Kahn-Horwitz et al., 2005).”
- Authors
- Kahn-Horwitz, J., Shimron, J., & Sparks, R. L.
- Affiliations
- Mount St. Joseph University (US)
- ORCID
- Sparks, Richard L.
- Venue
- Reading and Writing
- Published
- 2005-08
- Volume
- 18
- Issue
- 6
- Pages
- 527-558
- ISSN
- 0922-4777 (ISSN-L)
- 1573-0905
- OpenAlex
- W2017882668
- Cited by
- 72
- References
- 0
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 4 · 2023: 3 · 2022: 5 · 2021: 4 · 2020: 6 · 2019: 3 · 2018: 3 · 2017: 5 · 2016: 2 · 2015: 4 · 2014: 6 · 2013: 3 · 2012: 2
- FWCI
- 2.71
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Reading and Writing (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Keywords
- first language reading, morphological awareness, phonological awareness, word reading, letter knowledge, word attack, reading comprehension, word recognition, elementary school students, language transfer
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