David L Share
Biographic Data
| ID | 1663421 |
|---|---|
| NAME | David L Share |
| GIVEN NAMES | David L |
| FAMILY NAME | Share |
| SIGNATURE | SHARE D L |
| AFFILIATIONS | University of Haifa |
| ORCID | 0000-0001-9737-572X |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 88 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1983 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Operationalization, validation, and universalization of the 2025 IDA definition of dyslexia
In October, 2025, following an international survey and review of the 2002 working definition of dyslexia, the International Dyslexia Association promulgated a revised definition stating that “ Dyslexia is a specific learning disability characterized by difficulties in word reading and/or spelling that involve accuracy, speed, or both and vary depending on the orthography... .. Underlying difficulties with phonological and morphological processin…
Rate-disabled versus accuracy-disabled subtypes of dyslexia: A longitudinal study from preschool to grade 1
This longitudinal study investigated subtypes of dyslexia based on the distinction between word reading accuracy and word reading rate. Building on prior cross-sectional research, we inquired whether the cognitive profiles of these subtypes can be identified before children learn to read. A large sample of Hebrew-speaking children were assessed on phonological awareness (PA), morphological awareness (MA), and rapid automatized naming (RAN) in pre…
The Phonology‐Morphology Seesaw: Morpho‐Lexical Knowledge Replaces Phonological Awareness as the Key Predictor of Word Reading Fluency by Grade 4
This longitudinal study investigates the shifting roles of phonological awareness (PA) and morpho‐lexical knowledge in Hebrew word reading fluency from kindergarten to Grade 4. The research addresses the developmental question regarding the relative importance of morphology versus phonology among beginning and more advanced readers. 440 Hebrew‐speaking children were assessed on measures of PA and morpho‐lexical knowledge in kindergarten. Reading …
Beginning reading instruction: Syllables or phonemes? An experimental training study with Arabic-speaking preliterate preschoolers
This study addressed four research questions: (1) Does teaching using syllables or using phonemes lead to better progress in beginning reading and spelling? (2) Does the effectiveness of syllabic or phonemic instruction depend on children's preferences for these units as predicted by Ziegler and Goswami's (2005) "availability" hypothesis? (3) Do children taught via syllabic consonant-vowel (CV) units spontaneously develop insight into the phonemi…
Blueprint for a Universal Theory of Learning to Read: The Combinatorial Model
In this essay, I outline some of the essential ingredients of a universal theory of reading acquisition, one that seeks to highlight commonalities while embracing the global diversity of languages, writing systems, and cultures. I begin by stressing the need to consider insights from multiple disciplines including neurobiology, cognitive science, linguistics, socio‐cultural, and historical inquiry, although my major emphasis is on a writing syste…
Learning to Read and Developmental Dyslexia in Hebrew
The study of Hebrew, a non‐European language written in a non‐alphabetic (abjadic) script offers valuable insights into the science of reading beyond the well‐studied alphabetic scripts. Because reading development in Hebrew is shaped by the uniquely Semitic root‐and‐pattern morphology and the abjadic (predominantly consonantal) orthography, our review begins by providing some basic information about the Hebrew language and its writing system. We…
Not just phonology: A longitudinal study of dyslexia subtypes based on the distinction between reading accuracy and reading rate
Introduction Previous cross-sectional investigations by Shany and colleagues have provided evidence of double dissociation among dyslexics between word reading accuracy and (pure) word reading rate. A rate-disabled subtype (with intact reading accuracy) evinced deficits only in rapid naming (RAN); An accuracy-disabled subtype (with intact reading rate) showed deficits in phonological awareness (PA) and morphological awareness (MA) but not RAN. Me…
Is the Science of Reading Just the Science of Reading English
The science of reading has made genuine progress in understanding reading and the teaching of reading, but is the science of reading just the science of reading English? Worldwide, a majority of students learn to read and write in non‐European, nonalphabetic orthographies such as abjads (e.g., Arabic), abugidas/alphasyllabaries (e.g., Hindi), or morphosyllabaries (e.g., Chinese). Over a decade ago, I argued that the extreme inconsistency of Engli…
Writing System Variation and Its Consequences for Reading and Dyslexia
Most current theories of reading and dyslexia derive from a relatively narrow empirical base: research on English and a handful of other European alphabets. Furthermore, the two dominant theoretical frameworks for describing cross-script diversity—orthographic depth and psycholinguistic grain size theory—are also deeply entrenched in Anglophone and Eurocentric/alphabetocentric perspectives, giving little consideration to non-European writing syst…
Subtypes of reading disability in a shallow orthography: A double dissociation between accuracy-disabled and rate-disabled readers of Hebrew
On the Anglocentricities of current reading research and practice: The perils of overreliance on an "outlier" orthography
In this critique of current reading research and practice, the author contends that the extreme ambiguity of English spelling-sound correspondence has confined reading science to an insular, Anglocentric research agenda addressing theoretical and applied issues with limited relevance for a universal science of reading. The unique problems posed by this "outlier" orthography, the author argues, have focused disproportionate attention on oral readi…
Learning to read in English as third language: The cross-linguistic transfer of phonological processing skills
The present study compared the influence of bi-literate bilingualism versus mono-literate bilingualism on the development of literary skills in English as L3. Two main predictions were made. First, it was predicted that Russian (L1) literacy would benefit decoding and spelling acquisition in English (L3), that is, bi-literate bilingualism would be superior to mono-literate bilingualism. Second, it was hypothesized that there would be positive tra…
Bi-literate bilingualism versus mono-literate bilingualism: A longitudinal study of reading acquisition in Hebrew (L2) among Russian-speaking (L1) children
The present study compared the early Hebrew (L2) literacy development of three groups; two groups of bilinguals — bi-literate and mono-literate Russian-Hebrew speakers, and a third group of monolingual Hebrew-speakers. We predicted that bi-literacy rather than bilingualism is the key variable as regards L2 literacy learning. In a longitudinal design, a variety of linguistic, meta-linguistic and cognitive tasks were administered at the commencemen…
Orthographic learning at a glance: On the time course and developmental onset of self-teaching
Phonological Recoding and Orthographic Learning: A Direct Test of the Self-Teaching Hypothesis
Phonological recoding and self-teaching: Sine qua non of reading acquisition
Effects of Listening to Story Reading on Aspects of Literacy Acquisition in a Diglossic Situation
Dina Feitelson, Zahava Goldstein, Jihad Iraqi, David L. Share, Effects of Listening to Story Reading on Aspects of Literacy Acquisition in a Diglossic Situation, Reading Research Quarterly, Vol. 28, No. 1 (Jan. - Feb. - Mar., 1993), pp. 70-79
Contamination sensitivity in young children
In Experiment 1,to examine contamination sensitivity, children ages 36 to 47 months were shown juice that had been in contact with a cockroach. In contrast to previous research suggesting that young children do not have the cognitive prerequisites tounderstand the invisible nature ofcontami-nation, most children indicated that he juice was not good to drink even though the cockroach ad been removed, leaving no trace. Children made accurate evalua…
Parental involvement in reading progress
The nature and role of parental assistance with reading progress was investigated in a large representative sample of grade 2 children (aged 7-8). A consistent pattern of negative correlations between measures of parental assistance and reading achievement suggested that the role of this help is largely remedial, with the poorer readers receiving the greater help. Furthermore, parental help appeared to have no effect on progress during grade 2
The Stability and Classification of Specific Reading Retardation: A Longitudinal Study From Age 7 to 11
S ummary . The concept of specific reading retardation assumes that there exists a stable group of under‐achieving children whose classification is not simply age‐ or test‐specific. This assumption was investigated longitudinally in a large sample of New Zealand children who were followed from age 7 to age 11. Substantial overlap was found between groups classified as specific reading retarded at ages 7, 9, and 11 on the basis of Burt reading and…
Interpreting the output of multivariate analyses: A discussion of current approaches
Current approaches to the issue of interpreting the output of multivariate analyses are examined and two broad classes of approach distinguished: univariate and multivariate. Most researchers opt for interpretations that deal with variables one at a time rather than in combination. This approach is appropriate for univariate but not for multivariate techniques which are essentially tools for investigating combinations of psychological attributes …
Phonological confusability in short‐term memory for sentences as a predictor of reading ability
Upon entry to kindergarten, a group of 477 children was given sentence memory tasks involving rhyming and non‐rhyming sentences. These tasks were readministered to the children at the end of Grade 1 when the children were also tested for reading ability. Short‐term memory for sentences was found to correlate with Grade 1 reading ability on both occasions when it was tested. Furthermore, at both ages the children found rhyming sentences harder to …
Early reading achievement, oral language ability, and a child's home background
The relationships between early reading achievement, oral language ability, and the home were studied in a group of 543 school-entry age children. Using hierarchical multiple regression it was found that socioeconomic status was associated with both reading achievement and oral language ability. However, this association occurred largely because socioeconomic status was associated with educational processes in the home which contribute more direc…
On the Anglocentricities of current reading research and practice: The perils of overreliance on an "outlier" orthography
In this critique of current reading research and practice, the author contends that the extreme ambiguity of English spelling-sound correspondence has confined reading science to an insular, Anglocentric research agenda addressing theoretical and applied issues with limited relevance for a universal science of reading. The unique problems posed by this "outlier" orthography, the author argues, have focused disproportionate attention on oral readi…
Is the Science of Reading Just the Science of Reading English
The science of reading has made genuine progress in understanding reading and the teaching of reading, but is the science of reading just the science of reading English? Worldwide, a majority of students learn to read and write in non‐European, nonalphabetic orthographies such as abjads (e.g., Arabic), abugidas/alphasyllabaries (e.g., Hindi), or morphosyllabaries (e.g., Chinese). Over a decade ago, I argued that the extreme inconsistency of Engli…
Contamination sensitivity in young children
In Experiment 1,to examine contamination sensitivity, children ages 36 to 47 months were shown juice that had been in contact with a cockroach. In contrast to previous research suggesting that young children do not have the cognitive prerequisites tounderstand the invisible nature ofcontami-nation, most children indicated that he juice was not good to drink even though the cockroach ad been removed, leaving no trace. Children made accurate evalua…
Effects of Listening to Story Reading on Aspects of Literacy Acquisition in a Diglossic Situation
Dina Feitelson, Zahava Goldstein, Jihad Iraqi, David L. Share, Effects of Listening to Story Reading on Aspects of Literacy Acquisition in a Diglossic Situation, Reading Research Quarterly, Vol. 28, No. 1 (Jan. - Feb. - Mar., 1993), pp. 70-79
Blueprint for a Universal Theory of Learning to Read: The Combinatorial Model
In this essay, I outline some of the essential ingredients of a universal theory of reading acquisition, one that seeks to highlight commonalities while embracing the global diversity of languages, writing systems, and cultures. I begin by stressing the need to consider insights from multiple disciplines including neurobiology, cognitive science, linguistics, socio‐cultural, and historical inquiry, although my major emphasis is on a writing syste…
Early reading achievement, oral language ability, and a child's home background
The relationships between early reading achievement, oral language ability, and the home were studied in a group of 543 school-entry age children. Using hierarchical multiple regression it was found that socioeconomic status was associated with both reading achievement and oral language ability. However, this association occurred largely because socioeconomic status was associated with educational processes in the home which contribute more direc…
Learning to Read and Developmental Dyslexia in Hebrew
The study of Hebrew, a non‐European language written in a non‐alphabetic (abjadic) script offers valuable insights into the science of reading beyond the well‐studied alphabetic scripts. Because reading development in Hebrew is shaped by the uniquely Semitic root‐and‐pattern morphology and the abjadic (predominantly consonantal) orthography, our review begins by providing some basic information about the Hebrew language and its writing system. We…
Parental involvement in reading progress
The nature and role of parental assistance with reading progress was investigated in a large representative sample of grade 2 children (aged 7-8). A consistent pattern of negative correlations between measures of parental assistance and reading achievement suggested that the role of this help is largely remedial, with the poorer readers receiving the greater help. Furthermore, parental help appeared to have no effect on progress during grade 2
Early reading achievement, oral language ability, and a child's home background
The relationships between early reading achievement, oral language ability, and the home were studied in a group of 543 school-entry age children. Using hierarchical multiple regression it was found that socioeconomic status was associated with both reading achievement and oral language ability. However, this association occurred largely because socioeconomic status was associated with educational processes in the home which contribute more direc…
Interpreting the output of multivariate analyses: A discussion of current approaches
Current approaches to the issue of interpreting the output of multivariate analyses are examined and two broad classes of approach distinguished: univariate and multivariate. Most researchers opt for interpretations that deal with variables one at a time rather than in combination. This approach is appropriate for univariate but not for multivariate techniques which are essentially tools for investigating combinations of psychological attributes …
Phonological confusability in short‐term memory for sentences as a predictor of reading ability
Upon entry to kindergarten, a group of 477 children was given sentence memory tasks involving rhyming and non‐rhyming sentences. These tasks were readministered to the children at the end of Grade 1 when the children were also tested for reading ability. Short‐term memory for sentences was found to correlate with Grade 1 reading ability on both occasions when it was tested. Furthermore, at both ages the children found rhyming sentences harder to …
The Stability and Classification of Specific Reading Retardation: A Longitudinal Study From Age 7 to 11
S ummary . The concept of specific reading retardation assumes that there exists a stable group of under‐achieving children whose classification is not simply age‐ or test‐specific. This assumption was investigated longitudinally in a large sample of New Zealand children who were followed from age 7 to age 11. Substantial overlap was found between groups classified as specific reading retarded at ages 7, 9, and 11 on the basis of Burt reading and…
Parental involvement in reading progress
The nature and role of parental assistance with reading progress was investigated in a large representative sample of grade 2 children (aged 7-8). A consistent pattern of negative correlations between measures of parental assistance and reading achievement suggested that the role of this help is largely remedial, with the poorer readers receiving the greater help. Furthermore, parental help appeared to have no effect on progress during grade 2
Contamination sensitivity in young children
In Experiment 1,to examine contamination sensitivity, children ages 36 to 47 months were shown juice that had been in contact with a cockroach. In contrast to previous research suggesting that young children do not have the cognitive prerequisites tounderstand the invisible nature ofcontami-nation, most children indicated that he juice was not good to drink even though the cockroach ad been removed, leaving no trace. Children made accurate evalua…
Effects of Listening to Story Reading on Aspects of Literacy Acquisition in a Diglossic Situation
Dina Feitelson, Zahava Goldstein, Jihad Iraqi, David L. Share, Effects of Listening to Story Reading on Aspects of Literacy Acquisition in a Diglossic Situation, Reading Research Quarterly, Vol. 28, No. 1 (Jan. - Feb. - Mar., 1993), pp. 70-79
Phonological recoding and self-teaching: Sine qua non of reading acquisition
Phonological Recoding and Orthographic Learning: A Direct Test of the Self-Teaching Hypothesis
Orthographic learning at a glance: On the time course and developmental onset of self-teaching
Bi-literate bilingualism versus mono-literate bilingualism: A longitudinal study of reading acquisition in Hebrew (L2) among Russian-speaking (L1) children
The present study compared the early Hebrew (L2) literacy development of three groups; two groups of bilinguals — bi-literate and mono-literate Russian-Hebrew speakers, and a third group of monolingual Hebrew-speakers. We predicted that bi-literacy rather than bilingualism is the key variable as regards L2 literacy learning. In a longitudinal design, a variety of linguistic, meta-linguistic and cognitive tasks were administered at the commencemen…
Learning to read in English as third language: The cross-linguistic transfer of phonological processing skills
The present study compared the influence of bi-literate bilingualism versus mono-literate bilingualism on the development of literary skills in English as L3. Two main predictions were made. First, it was predicted that Russian (L1) literacy would benefit decoding and spelling acquisition in English (L3), that is, bi-literate bilingualism would be superior to mono-literate bilingualism. Second, it was hypothesized that there would be positive tra…
On the Anglocentricities of current reading research and practice: The perils of overreliance on an "outlier" orthography
In this critique of current reading research and practice, the author contends that the extreme ambiguity of English spelling-sound correspondence has confined reading science to an insular, Anglocentric research agenda addressing theoretical and applied issues with limited relevance for a universal science of reading. The unique problems posed by this "outlier" orthography, the author argues, have focused disproportionate attention on oral readi…
Subtypes of reading disability in a shallow orthography: A double dissociation between accuracy-disabled and rate-disabled readers of Hebrew
Writing System Variation and Its Consequences for Reading and Dyslexia
Most current theories of reading and dyslexia derive from a relatively narrow empirical base: research on English and a handful of other European alphabets. Furthermore, the two dominant theoretical frameworks for describing cross-script diversity—orthographic depth and psycholinguistic grain size theory—are also deeply entrenched in Anglophone and Eurocentric/alphabetocentric perspectives, giving little consideration to non-European writing syst…
Is the Science of Reading Just the Science of Reading English
The science of reading has made genuine progress in understanding reading and the teaching of reading, but is the science of reading just the science of reading English? Worldwide, a majority of students learn to read and write in non‐European, nonalphabetic orthographies such as abjads (e.g., Arabic), abugidas/alphasyllabaries (e.g., Hindi), or morphosyllabaries (e.g., Chinese). Over a decade ago, I argued that the extreme inconsistency of Engli…
Not just phonology: A longitudinal study of dyslexia subtypes based on the distinction between reading accuracy and reading rate
Introduction Previous cross-sectional investigations by Shany and colleagues have provided evidence of double dissociation among dyslexics between word reading accuracy and (pure) word reading rate. A rate-disabled subtype (with intact reading accuracy) evinced deficits only in rapid naming (RAN); An accuracy-disabled subtype (with intact reading rate) showed deficits in phonological awareness (PA) and morphological awareness (MA) but not RAN. Me…
The Phonology‐Morphology Seesaw: Morpho‐Lexical Knowledge Replaces Phonological Awareness as the Key Predictor of Word Reading Fluency by Grade 4
This longitudinal study investigates the shifting roles of phonological awareness (PA) and morpho‐lexical knowledge in Hebrew word reading fluency from kindergarten to Grade 4. The research addresses the developmental question regarding the relative importance of morphology versus phonology among beginning and more advanced readers. 440 Hebrew‐speaking children were assessed on measures of PA and morpho‐lexical knowledge in kindergarten. Reading …
Beginning reading instruction: Syllables or phonemes? An experimental training study with Arabic-speaking preliterate preschoolers
This study addressed four research questions: (1) Does teaching using syllables or using phonemes lead to better progress in beginning reading and spelling? (2) Does the effectiveness of syllabic or phonemic instruction depend on children's preferences for these units as predicted by Ziegler and Goswami's (2005) "availability" hypothesis? (3) Do children taught via syllabic consonant-vowel (CV) units spontaneously develop insight into the phonemi…
Blueprint for a Universal Theory of Learning to Read: The Combinatorial Model
In this essay, I outline some of the essential ingredients of a universal theory of reading acquisition, one that seeks to highlight commonalities while embracing the global diversity of languages, writing systems, and cultures. I begin by stressing the need to consider insights from multiple disciplines including neurobiology, cognitive science, linguistics, socio‐cultural, and historical inquiry, although my major emphasis is on a writing syste…
Learning to Read and Developmental Dyslexia in Hebrew
The study of Hebrew, a non‐European language written in a non‐alphabetic (abjadic) script offers valuable insights into the science of reading beyond the well‐studied alphabetic scripts. Because reading development in Hebrew is shaped by the uniquely Semitic root‐and‐pattern morphology and the abjadic (predominantly consonantal) orthography, our review begins by providing some basic information about the Hebrew language and its writing system. We…
Operationalization, validation, and universalization of the 2025 IDA definition of dyslexia
In October, 2025, following an international survey and review of the 2002 working definition of dyslexia, the International Dyslexia Association promulgated a revised definition stating that “ Dyslexia is a specific learning disability characterized by difficulties in word reading and/or spelling that involve accuracy, speed, or both and vary depending on the orthography... .. Underlying difficulties with phonological and morphological processin…
Rate-disabled versus accuracy-disabled subtypes of dyslexia: A longitudinal study from preschool to grade 1
This longitudinal study investigated subtypes of dyslexia based on the distinction between word reading accuracy and word reading rate. Building on prior cross-sectional research, we inquired whether the cognitive profiles of these subtypes can be identified before children learn to read. A large sample of Hebrew-speaking children were assessed on phonological awareness (PA), morphological awareness (MA), and rapid automatized naming (RAN) in pre…
Psychology (20 works) · Reading and Literacy Development (19 works) · Linguistics (18 works) · Reading (process) (11 works) · Cognitive psychology (9 works) · Developmental psychology (9 works) · Cognition (6 works) · Computer Science (6 works) · Dyslexia (6 works) · Hebrew (6 works)