CoChat
Sign Up
Cited by 90Reading and Literacy DevelopmentLanguage Development and DisordersNeurobiology of Language and Bilingualism

The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.

Reading skills in three orthographies: The case of trilingual Arabic–Hebrew–English-speaking Arab children

Abu-Rabia, Salim, Siegel, Linda S.·2003·Reading and Writing
DOI 10.1023/a:1025838029204
Open this paper in CoChat — free account

Overview

Integrity signals

Registry

Crossref · 10.1023/a:1025838029204

Cites

3 of 3 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Flagged first, then by citations

Research works printed but not linked: 44

  1. Abu-Rabia, S. & Siegel, L.S. (1995). Different orthographies, different context effects: The effects of Arabic sentence context in skilled and poor readers. Reading Psychology: An International Quarterly 16, 1-19. · DOI · Paper page
  2. Ball, B.W. (1993). Phonological awareness.What's important to whom? Reading and Writing: An Interdisciplinary Journal 5, 141-159. · DOI
  3. Beaumont, J.G. (1982). Studies with verbal stimuli. In J.G. Beaumont (ed.), Divided visual field studies of cerebral organization (pp. 58-86). New York: Academic Press.
  4. Bowey, J.A. & Francis, J. (1991). Phonological analysis as a function of age and exposure to reading instruction. Applied Psycholinguistics 12, 91-121. · DOI
  5. Bradley, L. & Bryant, P. (1978). Difficulties in auditory organization as a possible cause of reading backwardness. Nature (London) 271, 746-747. · DOI
  6. Bradshaw, J.L. & Nettleton, N.C. (1983). Human cerebral asymmetry. Englewood Cliffs, NJ: Prentice Hall.
  7. Brent-Palmer, C. (1979). A sociolinguistic assessment of the notion of immigrant semilingualism from a social conflict perspective. Working Papers on Bilingualism 17, 135-180.
  8. Carlson, P.E. (1981). Field testing the theory of double semilingualism. Pittsburgh, PA: University of Pittsburgh.
  9. Coltheart, M. (1978). Lexical access in simple reading tasks. In G. Underwood (ed.), Strategies of informatjon processing (pp. 151-216). London: Academic Press.
  10. Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In California State Department of Education, Schooling and language minority students: A theoretical framework. Evaluating, Dissemination and Assessment Center, California State University, Los Angeles.
  11. Cummins, J. (1989). Empowerment of minority children. Sacramento, CA: California Association for Bilingual Education.
  12. Cummins, J., Swain, M.K., Nakajima, K., Handscombe, J., Green, D. & Trans, C. (1984). Linguistic interdependence among Japanese and Vietnamese immigrant students. In C. Rivera (ed.), Communicative competence approaches to language proficiency assessment: Research and application (pp. 60-81). Clevedon, UK: Multilingual Matters.
  13. Durgunoglu, A.Y., Nagy, W.E. & Hacin-Bhatt, B.J. (1993). Cross-language transfer of phonological awareness. Journal of Educational Psychology 85, 453-465. · DOI · Paper page
  14. Forster, K.I. & Chambers, S. (1973). Lexical access and naming time. Journal of Verbal Learning and Verbal Behavior 12, 627-635. · DOI · Paper page
  15. Genesee, F. (1979). Acquisition of reading skills in immersion programs. Foreign Language Annals 12, 71-77. · DOI
  16. Geva, E. & Siegel, L.S. (2000). Orthographic and cognitive factors in the concurrent development of basic reading skill in two languages. Reading and Writing: An Interdisciplinary Journal 12, 1-30. · DOI
  17. Jastak, S. & Wilkinson, G.S. (1984). TheWide Range Achievement Test - revised. Wilmington, DE: Jastak Associates.
  18. Lambert, W.E. & Tucker, R.G. (1972). Bilingual education of children: The St. Lambert experiment. Rowley, Massachusetts: Newbury House.
  19. Mace-Matluck, B.J., Hoover, W.A. & Calfee, R.C. (1984). Teaching reading to bilingual children: Final report. Austin, Texas: Southwest Educational Development Laboratory.
  20. Meyer, D.C., Schravanevelt, R.W. & Ruddy, M.G. (1974). Loci of contextual effects on word recognition. In P.M.A. Rabbitt & S. Dornic (eds.), Attention and performance, Vol. 5 (pp. 98-118). New York: Academic Press.
  21. Olson, R., Kliegel, R., Davidson, B.J. & Foltz, C. (1985). Individual and developmental differences in reading disability. In T.G. Wailer (ed.), Reading research: Advances in theory and practice (pp. 1-64). New York: Academic Press.
  22. Ramirez, J.D., Yuen, S.D. & Ramey, D.R. (1991). Executive summary, Final report: Longitudinal study of structured English immersion strategy, early exit and late exit transitional bilingual education programs for language minority children. San Mateo, CA: Aguirre International.
  23. Shimron J. (1993). The role of vowels in reading: A review of studies of English and Hebrew. Psychological Bulletin 114, 52-67. · DOI
  24. Shimron, J. & Navon, D. (1981). The distribution of information within letters. Perception and Psychophysics 30, 483-491. · DOI
  25. Shimron, J. & Sivan, T. (1994). Reading proficiency and orthography: Evidence from Hebrew and English. Language Learning 44, 5-27. · DOI
  26. Siegel, L.S. (1985). Psycholinguistic aspects of reading disabilities. In L.S. Siegel & F.J. Morrison (eds.), Cognitive development in atypical children. New York: Springer Verlag. · DOI
  27. Siegel, L.S. & Ryan, E.B. (1988b). Development of grammatical sensitivity, phonological, and short-form memory skills in normally achieving and learning disabled children. Developmental Psychology 24, 28-37. · DOI
  28. Siegel, L.S. & Ryan, E.B. (1989). Subtypes of developmental dyslexia: The influence of definitional variables. Reading and Writing: An Interdisciplinary Journal 1, 257-278. · DOI
  29. Siegel, L.S., Share, D. & Geva, E. (1995). Evidence for superior orthographic skills in dyslexics. Psychological Science 6, 250-254. · DOI
  30. Skjelfjord, V.J. (1987). Phonemic segmentation. An important subskill in learning to read. Scandinavian Journal of Educational Research 31, 41-58. · DOI
  31. Skutnabb-Kangas, T. & Toukomaa, P. (1976). Teaching migrant children's mother tongue and learning the language of the host country in the context of the sociocultural situation of the migrant family. Helsinki: The Finnish National Commission for UNESCO.
  32. Snowling, M.J. (1980). The development of grapheme-phoneme correspondence in normal and dyslexic readers. Journal of Experimental Child Psychology 29, 294-305. · DOI
  33. Stanovich, K.E. (1982). Individual differences in the cognitive processes of reading: Word decoding. Journal of Learning Disabilities 15, 485-493. · DOI
  34. Stanovich, K.E. (l988a). Explaining the differences between the dyslexic and garden variety poor reader: The phonological-core variance-difference model. Journal of Learning Disabilities 21, 590-604, 612. · DOI
  35. Stanovich, K.B. (l988b). The right and wrong places to look for the cognitive locus of reading disability. Annals of Dyslexia 38, 154-177. · DOI
  36. Troike, R.C. (1984). SCALP: Social and cultural aspects of language proficiency. In C. Rivera (ed.), Language proficiency and academic achievement (pp. 44-54). Clevedon, UK: Multilingual Matters.
  37. Tunmer, W.E., Herriman, M.L. & Nesdale, A.R. (1988). Metalinguistic abilities and beginning reading. Reading Research Quarterly 33, 134-158. · DOI · Paper page
  38. Verhoeven, L. (1994). Transfer in bilingual development: The linguistic interdependence hypothesis revisited. Language Learning 44, 381-415. · DOI · Paper page
  39. Wagner, D., Spratt, J.E. & Ezzaki, A. (1989). Does learning to read in a second language always put the child at a disadvantage? Counterevidence from Morocco. Applied Psycholinguistics 10, 31-48. · DOI
  40. Wagner, R.K. (1989). Causal relations between the development of phonological processing abilities and the acquisition of reading skills: A meta-analysis. Merrill-Palmer Quarterly 34, 261-279.
  41. Walters, G.S., Bruck, M. & Siedenberg, M. (1985). Do children use similar processes to read and spell words? Journal of Experimental Child Psychology 39, 511-530. · DOI
  42. Woodcock, R.W. (1973). Woodcock Reading Mastery Tests. Circle Press, MN: American Guidance Society.
  43. Yopp, H.K. (1988). The validity and reliability of phonemic awareness tests. Reading Research Quarterly 23, 159-177. · DOI
  44. Young, A.W., & Ellis, A.W. (1985). Different methods of lexical access for words presented in left and right visual hemifields. Brain and Language 24, 326-368. · DOI

Cited by

Sorted by citations

Metadata

Authors
Abu-Rabia, S., & Siegel, L. S.
Affiliations
University of British Columbia (CA)
ORCID
Siegel, Linda S.
Venue
Reading and Writing
Publisher
Springer Science and Business Media LLC
Published
2003-10
Volume
16
Issue
7
Pages
611-634
ISSN
  • 0922-4777 (ISSN-L)
  • 1573-0905
DOI
10.1023/a:1025838029204
OpenAlex
W1549285350
Cited by
90
References
3
Citations by year
2026: 4 · 2025: 5 · 2024: 1 · 2023: 3 · 2022: 9 · 2021: 4 · 2020: 6 · 2019: 4 · 2018: 4 · 2017: 7 · 2016: 3 · 2015: 4 · 2014: 11 · 2013: 3 · 2012: 8
FWCI
1.23
Type
journal article
Language
en
Open access
closed
Licence
Locations
Reading and Writing (publishedVersion)
Funders
Natural Sciences and Engineering Research Council of Canada
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
  • Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Neurobiology of Language and Bilingualism
Keywords
trilingualism, orthography, reading skills, pseudoword reading, working memory, syntactic awareness, Hebrew language, English language, vowelization

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review