A5010296051- Reading and Literacy Development
- Language Development and Disorders
- Neurobiology of Language and Bilingualism
- Text Readability and Simplification
- Second Language Acquisition and Learning
- Writing and Handwriting Education
- Cognitive and developmental aspects of mathematical skills
- Second Language Learning and Teaching
- Hearing Impairment and Communication
- Autism Spectrum Disorder Research
- EFL/ESL Teaching and Learning
- Educational and Psychological Assessments
- Parental Involvement in Education
- Linguistics, Language Diversity, and Identity
- Child Development and Digital Technology
- Digital Communication and Language
Tel Aviv University
2011-2022
ABSTRACT This paper examines the role of morphology in gradeschool children's learning to read nonpointed Hebrew. It presents two experiments testing reading morphologically based pseudowords. One hundred seventy-one Hebrew-speaking children and adolescents seven age/schooling groups (beginning end 2nd, 3rd, 4th, 7th, 11th grade) a group adults participated study. Participants were administered tasks aloud pseudowords with morphological composition: words isolation sentential context....
We introduce a model of Hebrew reading development that emphasizes both the universal and script-specific aspects learning to read Semitic abjad. At level, study acquisition offers valuable insights into fundamental dilemmas all writing systems—balancing competing needs novice versus expert reader (Share, 2008). pointed initially employs supplementary vowel signs, providing beginning consistent, phonologically well-specified script while helping expert-to-be unitize words morphemes via...
ABSTRACT Arabic-speaking students learn to read a transparent maʃku:l script, which provides full vowel information using letters represent long vowels and phonemic diacritics for short vowels. Gradually, they progress an opaque ɣayr-maʃku:l without diacritics. In this internal can be retrieved morphological about word patterns. The current study compared the contribution of phonological that in reading acquisition process Arabic. Four groups (2nd, 4th, 6th grades, adults) three lists...
Objective frequency does not always provide reliable information about lexical distributions across individuals’ development. We propose the subjective ranking by experts of items’ register in sense ‘levels linguistic usage’, which has been independently linked to AoA, as an alternative. This proposal was tested Hebrew, a language showing marked distinctions between everyday colloquial style and more formal, historically-related types expression. A list over 3,500 Hebrew adjectives 19...
This cross-linguistic study investigated the impact of spelling errors on reading behavior in five languages (Chinese, English, Finnish, Greek, and Hebrew). Learning theories predict that correct incorrect alternatives (e.g., "tomorrow" "tommorrow") provide competing cues to sound meaning a word: The closer are each other their frequency occurrence, more uncertain reader is regarding word. An information-theoretic measure entropy was used as an index uncertainty. Based learning, we predicted...
Abstract This study examined whether the context immediately succeeding a heterophonic-homographic word (ht-homographic) plays role in ambiguity resolution during voiced reading of Hebrew. A pretest was designed to find preferred alternatives 12 ht-homographic words: 20 adult subjects completed truncated sentences, each ending with homographic word, preceded by allowing for both its be read. Following pretest, embedded four research conditions determined post-homographic (keeping preceding...
Linguistics and Communication Disorders are considered two different disciplines by most students scholars in both fields as well researchers working other relevant such psychology education. However, core disorders, disabilities delays communicative ability directly concern language, especially conjunction with human development from infancy to adulthood, but also related the loss of skills aging brain. thus emerges a major source scientific insights practical applications for field...
Most studies on word reading in children with autism spectrum disorder (ASD) focus graphemic-phonemic decoding and the direct orthographic route. To extend scope, we investigated morpho-orthographic identification beyond abilities.The original study included 31 sixth-grade ASD comparison groups of typically developing (TD) children: 23 age-matched children, 15 third-graders, 17 second-graders. The were compared regarding morphologically based Hebrew pointed pseudowords to examine decoding,...