The DOI matches its Crossref record; 51 of the 51 references it cites were found in a registry or an index.
MAWRID: A Model of Arabic Word Reading in Development
Abstract
This article offers a model of Arabic word reading according to which three conspicuous features of the Arabic language and orthography shape the development of word reading in this language: (a) vowelization/vocalization, or the use of diacritical marks to represent short vowels and other features of articulation; (b) morphological structure, namely, the predominance and transparency of derivational morphological structure in the linguistic and orthographic representation of the Arabic word; and (c) diglossia, specifically, the lexical and lexico-phonological distance between the spoken and the standard forms of Arabic words. It is argued that the triangulation of these features governs the acquisition and deployment of reading mechanisms across development. Moreover, the difficulties that readers encounter in their journey from beginning to skilled reading may be better understood if evaluated within these language-specific features of Arabic language and orthography.
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Cited by
Sorted by citations
Saiegh-Haddad, E., & Schiff, R. (2016) · Scientific Studies of Reading · doi:10.1080/10888438.2016.1180526 · Cited by 116
Self-citationSchiff, R., & Saiegh-Haddad, E. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.00356 · Cited by 118
“A next step, which would have both theoretical and applied values, would be to carry out intervention studies to test further the causal hypothesis and promote the use of developmental research in teaching (Taha and Saiegh-Haddad, 2016, 2017).”
BackgroundResultInfluentialSelf-citationSaiegh‐Haddad, E., & Taha, H. Y. (2017) · Dyslexia · doi:10.1002/dys.1572 · Cited by 97
Self-citationPhonological awareness in Arabic: the role of phonological distance, phonological-unit size, and SES
Saiegh‐Haddad, E., Shahbari-Kassem, A., & Schiff, R. (2020) · Reading and Writing · doi:10.1007/s11145-020-10019-3 · Cited by 66
Self-citationSaiegh‐Haddad, E., & Haj, L. (2018) · Journal of Child Language · doi:10.1017/s0305000918000302 · Cited by 59
Self-citation
Metadata
- Authors
- Saiegh-Haddad, E.
- Affiliations
- Bar-Ilan University Israel, Ramat Gan
- Venue
- Journal of Learning Disabilities
- Publisher
- SAGE Publications
- Published
- 2017-07-17
- Volume
- 51
- Issue
- 5
- Pages
- 454-462
- ISSN
- 0022-2194 (ISSN-L)
- 1538-4780
- OpenAlex
- W2736647809
- Cited by
- 124
- References
- 51
- Citations by year
- 2026: 16 · 2025: 12 · 2024: 19 · 2023: 17 · 2022: 26 · 2021: 7 · 2020: 11 · 2019: 3 · 2018: 8 · 2017: 2
- FWCI
- 13.25
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Learning Disabilities (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Education › Arabic Language Education Studies
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Keywords
- reading acquisition, vowelization, diacritics, derivational morphology, diglossia, orthography, reading development, phonological distance
- MeSH terms
- Child, Child Development, Humans, Models, Psychological, Psycholinguistics, Reading, Arabs
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