Salim Abu Rabia
Biographic Data
| ID | 3075970 |
|---|---|
| NAME | Salim Abu Rabia |
| GIVEN NAMES | Salim Abu |
| FAMILY NAME | Rabia |
| SIGNATURE | RABIA S A |
| AFFILIATIONS | University of Haifa |
| ORCID | 0000-0003-1035-5641 |
| VERIFIED | Yes |
| TOTAL WORKS | 29 |
| TOTAL CITATIONS | 92 |
| AUTHOR COUNT | 29 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 6 |
Exploring cross-linguistic transfer of phonology, morphology, syntax, and orthography from Arabic (L1) to English (FL)
Aim and Objectives: There is ample evidence available in correlational studies for cross-linguistic transfer from the first language (L1) to a second or a foreign language (L2/FL). Less extensive are the interventional studies in this area. The current study sought to determine which linguistic skills transfer from Arabic (L1) to English (EFL) after employing an intervention program in Arabic. Design/ methodology: Participants were sixty-nine Ara…
Cognitive Retroactive Transfer of Language Skills From English as a Foreign Language to Hebrew as the First Language
The study tested whether cognitive retroactive transfer (CRT) of language skills from English to Hebrew takes place; specifically, whether an improvement in linguistic and meta-linguistic skills in English as a foreign language (FL) would lead to an improvement in these skills in Hebrew as the first language (L1). The participants consisted of 124 students in Grade 6 who were randomly assigned to an experimental group or a control group. Each gro…
The lexical status of verbs among typical and dyslexic native Arabic readers
The goal of this study was to investigate the development of mental lexicon organization among typical and dyslexic native Arabic readers. The participants included 271 students, divided into dyslexic readers, age-matched typical readers, and typical readers 2 years younger. The lexical status of root and pattern morphemes was examined using two priming paradigms: masked priming and the cross-modal immediate repetition task. We conducted two visu…
The impact of diacritic marking on listening comprehension skills in Arabic orthography
Research reveals that although the effect of diacritics) the symbols that tell the reader how to pronounce a letter) on reading and reading comprehension was examined in a series of studies, the influence of diacritics on listening comprehension, especially in the Arabic orthography, was not examined. Therefore, this study attempted to examine this issue, which may add an additional layer of knowledge to the reading and comprehension process of A…
The acquisition of English as a foreign language among different levels of learners with dyslexia
The goal of the present study was to examine improvement in English as a foreign language (EFL) among different levels of readers with dyslexia, after an intervention program over a defined period. A total of 180 sixth-grade pupils from schools for learning disabilities in the Arab sector participated in the study, and 90 of the students who participated in an EFL intervention program had dyslexia. The students were divided into three levels of d…
An examination of differences in linguistic and meta-linguistic skills in English (FL) and Hebrew (L1)
This research examined differences between dyslexic, poor and normal readers who learn in the same educational framework, across various linguistic and meta-linguistic skills in Hebrew as the first language (L1) and English as a foreign language (FL), following an intervention program focusing on English linguistic skills. The participants included 124 sixth graders divided into an experimental and a control group, where each group was divided in…
The Role of Vowelization in Reading Comprehension of Different Arabic Genres
The effect of degrees of bilingualism on metacognitive linguistic skills
Purpose and research question: The present study investigated whether there was any significant difference between balanced bilinguals, dominant bilinguals, limited bilinguals and monolinguals in the application of metacognitive linguistic skills while doing a reading comprehension task in the additional (English) language. Namely, how do different degrees of bilingualism affect metacognitive linguistic skills? Methodology: The present study exam…
The Role of Short Vowels in Reading Arabic
The Role of Short Vowels in Arabic Listening Comprehension
The Impact of the Position of Phonemes and Lexical Status on Phonological Awareness in the Diglossic Arabic Language
Cognitive Retroactive Transfer (CRT) of Language Skills Among Bilingual Arabic-English Readers
This study examined the effects of an intervention helping struggling readers improve their reading and writing skills in English as a foreign language (L2), and those same skills in Arabic, which was their first language (L1). Transferring linguistic skills from L2 to L1 is termed cognitive retroactive transfer. Tests were administered to the experimental and control groups that assessed orthographic knowledge, phonological awareness, morphologi…
Advantages of Bilinguals Over Monolinguals in Learning a Third Language
The present study is an examination of the contribution of bilingualism to trilingualism, namely the influence of learning two different orthographies on learning a third. The participants were two groups of sixth graders from Israeli schools who were studying English as a foreign (second or third) language: Russian Israeli children for whom Russian was their native language and Hebrew was their second language and a control group of native Hebre…
The Role of Morphology and Short Vowelization in Reading Arabic among Normal and Dyslexic Readers in Grades 3, 6, 9, and 12
Phonological Errors Predominate in Arabic Spelling Across Grades 1-9
Social Aspects and Reading, Writing, and Working Memory Skills in Arabic, Hebrew, English, and Circassian
The case of Israeli Circassian students is unique because they study four languages which they require for daily life: Arabic is for reading the Koran; Hebrew is the language of the dominant group; English is an international language and is needed for academic purposes; and Circassian is their mother tongue. This study investigated the attitudes of 40 ninth-grade students from the two Circassian villages in Israel toward each language. They were…
The Linguistic Resources of Israel
Reading Ability in Ethiopian Learners of Hebrew
The study investigated reading errors made by Ethiopian learners of Hebrew (n = 34). These newcomers to Israel, unlike other groups such as the Russian Jews, typically have low literacy skills in their first language (Amharic). Their ability to read Hebrew, as judged on a reading comprehension test, was still poor after living in Israel for seven years. In this study they were asked to read aloud a list of selected words in Hebrew. Their reading …
The Influence of Language Anxiety on English Reading and Writing Tasks Among Native Hebrew Speakers
Language anxiety is a part of general kinds of situational anxieties related to oral expression and interpersonal communication known as 'communication apprehensions'. This research examined the influence of language anxiety as measured by a special version of the FLCAS questionnaire, an accepted questionnaire in foreign-language research, on achievements in English writing and reading comprehension tasks. Subjects were 68 students aged 12–13, wi…
Reading, Syntactic, Orthographic, and Working Memory Skills of Bilingual Arabic-English Speaking Canadian Children
Testing the Interdependence Hypothesis Among Native Adult Bilingual Russian-English Students
Towards a Second‐language Model of Learning in Problematic Social Contexts
This article discusses the difficulty of bilingual Arab children in Israel learning Hebrew, this being the language of conflict. It is suggested that since the Israeli‐Arab social context is problematic, and does not easily permit social interaction between Israeli‐Arab minority children and Israeli‐Jewish majority children, the Hebrew curriculum for Arab children should be based on materials drawn from Arab culture. These materials are referred …
The Effect of Arabic Vowels on the Reading Comprehension of Second- and Sixth-Grade Native Arab Children
The Influence of the Israel-Arab Conflict on Israeli-Jewish Students Learning Arabic as a Third Language
The attitudes of 100 Israeli-Jewish students toward learning Arabic and coexistence with Arabs within Israel were investigated, as was their evaluation of characters they read about in familiar and unfamiliar texts. The students were found to possess low instrumental and low indoors integrative motivation, but their army service motivation and outdoors integrative motivation were high.Further, they were interested in reading the familiar text, an…
Reading in Arabic Orthography
This study investigated the effect of vowels and context on the reading accuracy of poor and skilled native Arabic readers in reading paragraphs, sentences, and words. Central to this study is the belief that reading theory today should consider additional variables, especially when explaining the reading process in Arabic orthography among poor and normal/skilled readers. This orthography has not been studied. Reading theory today is the sum of …
The Role of Morphology and Short Vowelization in Reading Arabic among Normal and Dyslexic Readers in Grades 3, 6, 9, and 12
Reading, Syntactic, Orthographic, and Working Memory Skills of Bilingual Arabic-English Speaking Canadian Children
Phonological Errors Predominate in Arabic Spelling Across Grades 1-9
Reading in Arabic Orthography
This study investigated the effect of vowels and context on the reading accuracy of poor and skilled native Arabic readers in reading paragraphs, sentences, and words. Central to this study is the belief that reading theory today should consider additional variables, especially when explaining the reading process in Arabic orthography among poor and normal/skilled readers. This orthography has not been studied. Reading theory today is the sum of …
The role of vowels and context in the reading of highly skilled native Arabic readers
Testing the Interdependence Hypothesis Among Native Adult Bilingual Russian-English Students
Towards a Second‐language Model of Learning in Problematic Social Contexts
This article discusses the difficulty of bilingual Arab children in Israel learning Hebrew, this being the language of conflict. It is suggested that since the Israeli‐Arab social context is problematic, and does not easily permit social interaction between Israeli‐Arab minority children and Israeli‐Jewish majority children, the Hebrew curriculum for Arab children should be based on materials drawn from Arab culture. These materials are referred …
The Effect of Arabic Vowels on the Reading Comprehension of Second- and Sixth-Grade Native Arab Children
Advantages of Bilinguals Over Monolinguals in Learning a Third Language
The present study is an examination of the contribution of bilingualism to trilingualism, namely the influence of learning two different orthographies on learning a third. The participants were two groups of sixth graders from Israeli schools who were studying English as a foreign (second or third) language: Russian Israeli children for whom Russian was their native language and Hebrew was their second language and a control group of native Hebre…
The Influence of Language Anxiety on English Reading and Writing Tasks Among Native Hebrew Speakers
Language anxiety is a part of general kinds of situational anxieties related to oral expression and interpersonal communication known as 'communication apprehensions'. This research examined the influence of language anxiety as measured by a special version of the FLCAS questionnaire, an accepted questionnaire in foreign-language research, on achievements in English writing and reading comprehension tasks. Subjects were 68 students aged 12–13, wi…
Attitudes and cultural background and their relationship to reading comprehension in a second language
This study investigated the relationship of attitudes and cultural background to reading comprehension in the second language (L2) of eighth‐grade students in three different social contexts: Israeli Arab students (n=73) learning Hebrew as their L2, Israeli Jewish students (n=83) learning English as their L2, and Canadian Arab students (n=52) learning English as their L2. Eighteen stories were selected for reading, six for each of the three group…
Druze Minority Students Learning Hebrew in Israel
(1996). Druze Minority Students Learning Hebrew in Israel: The Relationship of Attitudes, Cultural Background, and Interest of Material to Reading Com prehension in a Second Language. Journal of Multilingual and Multicultural Development: Vol. 17, No. 6, pp. 415-426
The Impact of the Position of Phonemes and Lexical Status on Phonological Awareness in the Diglossic Arabic Language
Cognitive Retroactive Transfer (CRT) of Language Skills Among Bilingual Arabic-English Readers
This study examined the effects of an intervention helping struggling readers improve their reading and writing skills in English as a foreign language (L2), and those same skills in Arabic, which was their first language (L1). Transferring linguistic skills from L2 to L1 is termed cognitive retroactive transfer. Tests were administered to the experimental and control groups that assessed orthographic knowledge, phonological awareness, morphologi…
The Influence of the Israel-Arab Conflict on Israeli-Jewish Students Learning Arabic as a Third Language
The attitudes of 100 Israeli-Jewish students toward learning Arabic and coexistence with Arabs within Israel were investigated, as was their evaluation of characters they read about in familiar and unfamiliar texts. The students were found to possess low instrumental and low indoors integrative motivation, but their army service motivation and outdoors integrative motivation were high.Further, they were interested in reading the familiar text, an…
Multicultural and problematic social contexts and their contribution to l2 learning
This study investigated the relationship of attitudes and cultural background to reading comprehension in L2 of eighth‐grade students in three different social contexts: Israeli‐Arab students learning Hebrew as their L2, Israeli Jewish students learning English as their L2, and Canadian‐Arab students learning English as their L2. Cloze tests, attitude questionnaires, foreign and familiar (cultural) stories, and multiple choice questions were empl…
Social Aspects and Reading, Writing, and Working Memory Skills in Arabic, Hebrew, English, and Circassian
The case of Israeli Circassian students is unique because they study four languages which they require for daily life: Arabic is for reading the Koran; Hebrew is the language of the dominant group; English is an international language and is needed for academic purposes; and Circassian is their mother tongue. This study investigated the attitudes of 40 ninth-grade students from the two Circassian villages in Israel toward each language. They were…
Multicultural and problematic social contexts and their contribution to l2 learning
This study investigated the relationship of attitudes and cultural background to reading comprehension in L2 of eighth‐grade students in three different social contexts: Israeli‐Arab students learning Hebrew as their L2, Israeli Jewish students learning English as their L2, and Canadian‐Arab students learning English as their L2. Cloze tests, attitude questionnaires, foreign and familiar (cultural) stories, and multiple choice questions were empl…
Attitudes and cultural background and their relationship to reading comprehension in a second language
This study investigated the relationship of attitudes and cultural background to reading comprehension in the second language (L2) of eighth‐grade students in three different social contexts: Israeli Arab students (n=73) learning Hebrew as their L2, Israeli Jewish students (n=83) learning English as their L2, and Canadian Arab students (n=52) learning English as their L2. Eighteen stories were selected for reading, six for each of the three group…
Druze Minority Students Learning Hebrew in Israel
(1996). Druze Minority Students Learning Hebrew in Israel: The Relationship of Attitudes, Cultural Background, and Interest of Material to Reading Com prehension in a Second Language. Journal of Multilingual and Multicultural Development: Vol. 17, No. 6, pp. 415-426
The role of vowels and context in the reading of highly skilled native Arabic readers
Reading in Arabic Orthography
This study investigated the effect of vowels and context on the reading accuracy of poor and skilled native Arabic readers in reading paragraphs, sentences, and words. Central to this study is the belief that reading theory today should consider additional variables, especially when explaining the reading process in Arabic orthography among poor and normal/skilled readers. This orthography has not been studied. Reading theory today is the sum of …
The Influence of the Israel-Arab Conflict on Israeli-Jewish Students Learning Arabic as a Third Language
The attitudes of 100 Israeli-Jewish students toward learning Arabic and coexistence with Arabs within Israel were investigated, as was their evaluation of characters they read about in familiar and unfamiliar texts. The students were found to possess low instrumental and low indoors integrative motivation, but their army service motivation and outdoors integrative motivation were high.Further, they were interested in reading the familiar text, an…
Towards a Second‐language Model of Learning in Problematic Social Contexts
This article discusses the difficulty of bilingual Arab children in Israel learning Hebrew, this being the language of conflict. It is suggested that since the Israeli‐Arab social context is problematic, and does not easily permit social interaction between Israeli‐Arab minority children and Israeli‐Jewish majority children, the Hebrew curriculum for Arab children should be based on materials drawn from Arab culture. These materials are referred …
The Effect of Arabic Vowels on the Reading Comprehension of Second- and Sixth-Grade Native Arab Children
Testing the Interdependence Hypothesis Among Native Adult Bilingual Russian-English Students
The Influence of Language Anxiety on English Reading and Writing Tasks Among Native Hebrew Speakers
Language anxiety is a part of general kinds of situational anxieties related to oral expression and interpersonal communication known as 'communication apprehensions'. This research examined the influence of language anxiety as measured by a special version of the FLCAS questionnaire, an accepted questionnaire in foreign-language research, on achievements in English writing and reading comprehension tasks. Subjects were 68 students aged 12–13, wi…
Reading, Syntactic, Orthographic, and Working Memory Skills of Bilingual Arabic-English Speaking Canadian Children
Reading Ability in Ethiopian Learners of Hebrew
The study investigated reading errors made by Ethiopian learners of Hebrew (n = 34). These newcomers to Israel, unlike other groups such as the Russian Jews, typically have low literacy skills in their first language (Amharic). Their ability to read Hebrew, as judged on a reading comprehension test, was still poor after living in Israel for seven years. In this study they were asked to read aloud a list of selected words in Hebrew. Their reading …
Social Aspects and Reading, Writing, and Working Memory Skills in Arabic, Hebrew, English, and Circassian
The case of Israeli Circassian students is unique because they study four languages which they require for daily life: Arabic is for reading the Koran; Hebrew is the language of the dominant group; English is an international language and is needed for academic purposes; and Circassian is their mother tongue. This study investigated the attitudes of 40 ninth-grade students from the two Circassian villages in Israel toward each language. They were…
The Linguistic Resources of Israel
Phonological Errors Predominate in Arabic Spelling Across Grades 1-9
The Role of Morphology and Short Vowelization in Reading Arabic among Normal and Dyslexic Readers in Grades 3, 6, 9, and 12
Advantages of Bilinguals Over Monolinguals in Learning a Third Language
The present study is an examination of the contribution of bilingualism to trilingualism, namely the influence of learning two different orthographies on learning a third. The participants were two groups of sixth graders from Israeli schools who were studying English as a foreign (second or third) language: Russian Israeli children for whom Russian was their native language and Hebrew was their second language and a control group of native Hebre…
Cognitive Retroactive Transfer (CRT) of Language Skills Among Bilingual Arabic-English Readers
This study examined the effects of an intervention helping struggling readers improve their reading and writing skills in English as a foreign language (L2), and those same skills in Arabic, which was their first language (L1). Transferring linguistic skills from L2 to L1 is termed cognitive retroactive transfer. Tests were administered to the experimental and control groups that assessed orthographic knowledge, phonological awareness, morphologi…
The effect of degrees of bilingualism on metacognitive linguistic skills
Purpose and research question: The present study investigated whether there was any significant difference between balanced bilinguals, dominant bilinguals, limited bilinguals and monolinguals in the application of metacognitive linguistic skills while doing a reading comprehension task in the additional (English) language. Namely, how do different degrees of bilingualism affect metacognitive linguistic skills? Methodology: The present study exam…
The Role of Short Vowels in Reading Arabic
The Role of Short Vowels in Arabic Listening Comprehension
The Impact of the Position of Phonemes and Lexical Status on Phonological Awareness in the Diglossic Arabic Language
An examination of differences in linguistic and meta-linguistic skills in English (FL) and Hebrew (L1)
This research examined differences between dyslexic, poor and normal readers who learn in the same educational framework, across various linguistic and meta-linguistic skills in Hebrew as the first language (L1) and English as a foreign language (FL), following an intervention program focusing on English linguistic skills. The participants included 124 sixth graders divided into an experimental and a control group, where each group was divided in…
The Role of Vowelization in Reading Comprehension of Different Arabic Genres
The impact of diacritic marking on listening comprehension skills in Arabic orthography
Research reveals that although the effect of diacritics) the symbols that tell the reader how to pronounce a letter) on reading and reading comprehension was examined in a series of studies, the influence of diacritics on listening comprehension, especially in the Arabic orthography, was not examined. Therefore, this study attempted to examine this issue, which may add an additional layer of knowledge to the reading and comprehension process of A…
Linguistics (28 works) · Psychology (27 works) · Reading and Literacy Development (25 works) · Arabic (19 works) · Cognition (15 works) · Reading (process) (15 works) · Reading comprehension (15 works) · Orthography (12 works) · Computer Science (11 works) · Psycholinguistics (11 works)