Rama Novogrodsky
Datos Biográficos
| ID | 1692252 |
|---|---|
| NOMBRE | Rama Novogrodsky |
| NOMBRES | Rama |
| APELLIDO | Novogrodsky |
| FIRMA | NOVOGRODSKY R |
| AFILIACIONES | University of Haifa |
| ORCID | 0000-0002-9834-2388 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 16 |
| TOTAL DE CITAS | 36 |
| TOTAL COMO AUTOR | 16 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2004 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
The effects of topic and interlocutor on code-switching patterns in the Kufr Qassem deaf community
Code-switching is a psycholinguistic and a social phenomenon, which can be predicted by a number of factors including interlocutor and topic. A total of 655 code-switches were found in the data
Word characteristics of late talkers’ early lexicon
Toddlers with smaller vocabulary than expected for their age are considered late talkers (LT). This study explored the effects of characteristics of words on vocabulary acquisition of 12- to 24-month-old LT children compared with an age matched (AM) and a vocabulary matched (VM) group of typically developing peers. Using the Hebrew-MacArthur-Bates-Communicative Development Inventory questionnaire, words were rated by adults for babiness, concrete…
Word order in simple sentences of tri-lingual tri-modal deaf students
This study explores word order patterns produced by deaf students who use Israeli Sign Language (ISL) and Arabic. Nineteen students participated in a sentence elicitation task in which they retold events portrayed in 24 short videos in three language conditions: signed ISL, spoken Palestinian Arabic and written Modern Standard Arabic. A control group of 19 hearing students was tested in the two Arabic conditions. Results showed that SVO word orde…
Referential expressions in monolingual and bilingual children with and without Autism Spectrum Disorder (ASD)
The current study evaluated the separate and combined effects of bilingualism and Autism Spectrum Disorder (ASD) on informativeness and definiteness marking of referential expressions. Hebrew-speaking monolingual children (21 with ASD and 28 with typical language development) and Russian–Hebrew-speaking bilingual children (13 with ASD and 30 with typical language development) aged 4–9 years participated. Informativeness, indexed by referential co…
Influences of bilingualism and developmental language disorder on how children learn and process words
Previous studies found that bilingual children and adults with typical language development (TLD) perform better than monolinguals in novel word learning, but show lower scores on lexical retrieval tasks (e.g., naming known words). Children with developmental language disorder (DLD) lack in their abilities in both tasks compared with children with TLD. The current study tested the interplay between bilingualism and language disorder during novel …
The effect of phonological complexity on the order in which words are acquired in early childhood
During the second year of life, children acquire words and expand their receptive and expressive vocabularies at a rapid pace. At this age, toddlers’ phonological abilities are also developing rapidly. The current study investigated the effect of phonological complexity of words on the order in which they are acquired, receptively and expressively. Data were collected from Hebrew-speaking parents of 881 typically developing toddlers: 417 girls an…
Argument omissions by deaf students in three languages and three modalities
While it is common for deaf children to be bilingual in a spoken and signed language, studies often attribute any delays in language acquisition to language deprivation, rather than as a result of cross-linguistic interaction. This study compares the production of simple sentences in three languages (Palestinian Arabic, Modern Standard Arabic, and Israeli Sign Language [ISL]) and three language modalities (spoken, written, and signed) by deaf and…
Deaf Children’s ASL Vocabulary and ASL Syntax Knowledge Supports English Knowledge
The current study contributes empirical data to our understanding of how knowledge of American Sign Language (ASL) syntax aids reading print English for deaf children who are bilingual and bimodal in ASL and English print. The first analysis, a conceptual replication of Hoffmeister ( 2000), showed that performance on the American Sign Language Assessment Instrument correlated with the Sanford Achievement Test—Reading Comprehension (SAT-RC) and th…
Morphosyntactic Cues for Quantifier Comprehension in Children
Universal quantifiers, which refer to groups of individuals or events, can express a subtle distinction between collective (unified or simultaneous) and distributive (individuated and separate) events. Indeed, English uses different quantifiers for this distinction (“all” and “each”, respectively). Hebrew, however, has a single universal quantifier. Thus, the collective/distributive distinction associated with the universal quantifier is represen…
Syntactic abilities and verbal memory in monolingual and bilingual children with High Functioning Autism (HFA)
The aim of the current study was two-fold. First, it evaluated the influence of bilingualism on syntactic abilities and verbal memory of children with High Functioning Autism (HFA). Second, it explored the relationship between syntactic abilities and verbal memory of children with HFA and typical language development (TLD). Eighty-six monolingual Hebrew-speaking and bilingual Russian–Hebrew speaking children aged 4;6–9;2 years participated: 28 wi…
Recent Issues in the Use of Signed Language Assessments for Diagnosis of Language Disorders in Signing Deaf and Hard of Hearing Children
In recent years, normed signed language assessments have become a useful tool for researchers, practitioners, and advocates. Nevertheless, there are limitations in their application, particularly for the diagnosis of language disorders, and learning disabilities. Here, we discuss some of the available normed, signed language assessments and some of their limitations. We have also provided information related to practices that should lead to impro…
The Development of Sensitivity to Grammatical Violations in American Sign Language
Factors influencing native and nonnative signers' syntactic judgment ability in American Sign Language (ASL) were explored for 421 deaf students aged 7;6-18;5. Predictors for syntactic knowledge were chronological age, age of entering a school for the deaf, gender, and additional learning disabilities. Mixed-effects linear modeling analysis revealed main effects of each predictor and an interaction between signing status and learning disability. …
The Development of Antonym Knowledge in American Sign Language (ASL) and Its Relationship to Reading Comprehension in English
It is unknown if the developmental path of antonym knowledge in deaf children increases continuously with age and correlates with reading comprehension, as it does in hearing children. In the current study we tested 564 students aged 4-18 on a receptive multiple-choice American Sign Language (ASL) antonym test. A subgroup of 138 students aged 7-18 took the Stanford Achievement Test reading comprehension test. The results showed that antonym knowl…
Which questions are most difficult to understand
Symmetry in comprehension and production of pronouns
The acquisition of relative clause comprehension in Hebrew
Comprehension of relative clauses was assessed in 10 Hebrew-speaking school-age children with syntactic SLI and in two groups of younger children with normal language development. Comprehension of subject- and object-relatives was assessed using a binary sentence-picture matching task. The findings were that while Hebrew-speaking children with normal development comprehend right-branching object relatives around the age of 6;0, children with synt…
Which questions are most difficult to understand
Symmetry in comprehension and production of pronouns
The Development of Antonym Knowledge in American Sign Language (ASL) and Its Relationship to Reading Comprehension in English
It is unknown if the developmental path of antonym knowledge in deaf children increases continuously with age and correlates with reading comprehension, as it does in hearing children. In the current study we tested 564 students aged 4-18 on a receptive multiple-choice American Sign Language (ASL) antonym test. A subgroup of 138 students aged 7-18 took the Stanford Achievement Test reading comprehension test. The results showed that antonym knowl…
Influences of bilingualism and developmental language disorder on how children learn and process words
Previous studies found that bilingual children and adults with typical language development (TLD) perform better than monolinguals in novel word learning, but show lower scores on lexical retrieval tasks (e.g., naming known words). Children with developmental language disorder (DLD) lack in their abilities in both tasks compared with children with TLD. The current study tested the interplay between bilingualism and language disorder during novel …
The Development of Sensitivity to Grammatical Violations in American Sign Language
Factors influencing native and nonnative signers' syntactic judgment ability in American Sign Language (ASL) were explored for 421 deaf students aged 7;6-18;5. Predictors for syntactic knowledge were chronological age, age of entering a school for the deaf, gender, and additional learning disabilities. Mixed-effects linear modeling analysis revealed main effects of each predictor and an interaction between signing status and learning disability. …
The acquisition of relative clause comprehension in Hebrew
Comprehension of relative clauses was assessed in 10 Hebrew-speaking school-age children with syntactic SLI and in two groups of younger children with normal language development. Comprehension of subject- and object-relatives was assessed using a binary sentence-picture matching task. The findings were that while Hebrew-speaking children with normal development comprehend right-branching object relatives around the age of 6;0, children with synt…
Symmetry in comprehension and production of pronouns
Which questions are most difficult to understand
The Development of Antonym Knowledge in American Sign Language (ASL) and Its Relationship to Reading Comprehension in English
It is unknown if the developmental path of antonym knowledge in deaf children increases continuously with age and correlates with reading comprehension, as it does in hearing children. In the current study we tested 564 students aged 4-18 on a receptive multiple-choice American Sign Language (ASL) antonym test. A subgroup of 138 students aged 7-18 took the Stanford Achievement Test reading comprehension test. The results showed that antonym knowl…
The Development of Sensitivity to Grammatical Violations in American Sign Language
Factors influencing native and nonnative signers' syntactic judgment ability in American Sign Language (ASL) were explored for 421 deaf students aged 7;6-18;5. Predictors for syntactic knowledge were chronological age, age of entering a school for the deaf, gender, and additional learning disabilities. Mixed-effects linear modeling analysis revealed main effects of each predictor and an interaction between signing status and learning disability. …
Recent Issues in the Use of Signed Language Assessments for Diagnosis of Language Disorders in Signing Deaf and Hard of Hearing Children
In recent years, normed signed language assessments have become a useful tool for researchers, practitioners, and advocates. Nevertheless, there are limitations in their application, particularly for the diagnosis of language disorders, and learning disabilities. Here, we discuss some of the available normed, signed language assessments and some of their limitations. We have also provided information related to practices that should lead to impro…
Morphosyntactic Cues for Quantifier Comprehension in Children
Universal quantifiers, which refer to groups of individuals or events, can express a subtle distinction between collective (unified or simultaneous) and distributive (individuated and separate) events. Indeed, English uses different quantifiers for this distinction (“all” and “each”, respectively). Hebrew, however, has a single universal quantifier. Thus, the collective/distributive distinction associated with the universal quantifier is represen…
Syntactic abilities and verbal memory in monolingual and bilingual children with High Functioning Autism (HFA)
The aim of the current study was two-fold. First, it evaluated the influence of bilingualism on syntactic abilities and verbal memory of children with High Functioning Autism (HFA). Second, it explored the relationship between syntactic abilities and verbal memory of children with HFA and typical language development (TLD). Eighty-six monolingual Hebrew-speaking and bilingual Russian–Hebrew speaking children aged 4;6–9;2 years participated: 28 wi…
The effect of phonological complexity on the order in which words are acquired in early childhood
During the second year of life, children acquire words and expand their receptive and expressive vocabularies at a rapid pace. At this age, toddlers’ phonological abilities are also developing rapidly. The current study investigated the effect of phonological complexity of words on the order in which they are acquired, receptively and expressively. Data were collected from Hebrew-speaking parents of 881 typically developing toddlers: 417 girls an…
Argument omissions by deaf students in three languages and three modalities
While it is common for deaf children to be bilingual in a spoken and signed language, studies often attribute any delays in language acquisition to language deprivation, rather than as a result of cross-linguistic interaction. This study compares the production of simple sentences in three languages (Palestinian Arabic, Modern Standard Arabic, and Israeli Sign Language [ISL]) and three language modalities (spoken, written, and signed) by deaf and…
Deaf Children’s ASL Vocabulary and ASL Syntax Knowledge Supports English Knowledge
The current study contributes empirical data to our understanding of how knowledge of American Sign Language (ASL) syntax aids reading print English for deaf children who are bilingual and bimodal in ASL and English print. The first analysis, a conceptual replication of Hoffmeister ( 2000), showed that performance on the American Sign Language Assessment Instrument correlated with the Sanford Achievement Test—Reading Comprehension (SAT-RC) and th…
Influences of bilingualism and developmental language disorder on how children learn and process words
Previous studies found that bilingual children and adults with typical language development (TLD) perform better than monolinguals in novel word learning, but show lower scores on lexical retrieval tasks (e.g., naming known words). Children with developmental language disorder (DLD) lack in their abilities in both tasks compared with children with TLD. The current study tested the interplay between bilingualism and language disorder during novel …
Word order in simple sentences of tri-lingual tri-modal deaf students
This study explores word order patterns produced by deaf students who use Israeli Sign Language (ISL) and Arabic. Nineteen students participated in a sentence elicitation task in which they retold events portrayed in 24 short videos in three language conditions: signed ISL, spoken Palestinian Arabic and written Modern Standard Arabic. A control group of 19 hearing students was tested in the two Arabic conditions. Results showed that SVO word orde…
Referential expressions in monolingual and bilingual children with and without Autism Spectrum Disorder (ASD)
The current study evaluated the separate and combined effects of bilingualism and Autism Spectrum Disorder (ASD) on informativeness and definiteness marking of referential expressions. Hebrew-speaking monolingual children (21 with ASD and 28 with typical language development) and Russian–Hebrew-speaking bilingual children (13 with ASD and 30 with typical language development) aged 4–9 years participated. Informativeness, indexed by referential co…
Word characteristics of late talkers’ early lexicon
Toddlers with smaller vocabulary than expected for their age are considered late talkers (LT). This study explored the effects of characteristics of words on vocabulary acquisition of 12- to 24-month-old LT children compared with an age matched (AM) and a vocabulary matched (VM) group of typically developing peers. Using the Hebrew-MacArthur-Bates-Communicative Development Inventory questionnaire, words were rated by adults for babiness, concrete…
The effects of topic and interlocutor on code-switching patterns in the Kufr Qassem deaf community
Code-switching is a psycholinguistic and a social phenomenon, which can be predicted by a number of factors including interlocutor and topic. A total of 655 code-switches were found in the data
Linguistics (15 obras) · Psychology (13 obras) · Computer Science (8 obras) · Hearing Impairment and Communication (7 obras) · Language Development and Disorders (7 obras) · Sign language (7 obras) · Comprehension (6 obras) · Developmental psychology (6 obras) · Philosophy (6 obras) · Reading and Literacy Development (6 obras)