Yasmin Shalhoub-Awwad
Biographic Data
| ID | 4365976 |
|---|---|
| NAME | Yasmin Shalhoub-Awwad |
| GIVEN NAMES | Yasmin |
| FAMILY NAME | Shalhoub-Awwad |
| SIGNATURE | SHALHOUB-AWWAD Y |
| AFFILIATIONS | University of Haifa |
| ORCID | 0000-0003-3216-845X |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
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…
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…
On the role of morphology in early spelling in Hebrew and Arabic
Morphological distance between spoken Palestinian dialect and standard Arabic and its implications for reading acquisition
When the written language that children learn to read and write is distinct from the oral language they acquired as their mother tongue, they may encounter substantial challenges. The linguistic distance between two varieties of the same language could have an impact on the literacy acquisition journey. The present study focuses on Arabic, a prototypical case of diglossia, where the distance between the spoken and standard varieties has been inte…
Long-term benefits after a rhyme-repetition based intervention program for kindergarteners: Better reading and spelling in the first grade
Oral language proficiency in kindergarten can facilitate the acquisition of reading and writing. However, in diglossic languages, like Arabic, the large gap between the spoken and the formal, modern standard (MSA) varieties of the language may restrict the benefits of oral language proficiency to subsequent literacy skills. Here, we tested, in a randomized controlled study, whether an intervention program, implemented in kindergarten, that famili…
Distribution of Nominal Word-Patterns and Roots in Palestinian Arabic: A Developmental Perspective in Early Childhood
This study investigated the acquisition of word-patterns and roots in the nominal system of the spoken language of Palestinian Arabic (PA) and its distance from Standard Arabic (StA). It described, analyzed, and quantified the nominal system (roots and word-patterns) as reflected in the language corpus of Palestinian-Arab kindergarteners 3 to 6 years old. The results showed that non-linear derived nouns (deverbal nouns) are the most frequently us…
Recitation and listening to nursery rhymes in the familiarization with a literacy language in kindergarteners: Not kids’ stuff
A large linguistic distance exists between spoken Arabic and the Modern Standard Arabic (MSA) the literary language (a diglosia). Novice readers, therefore, struggle with the complex orthography of Arabic as well as the mastering of MSA. Here, we tested whether structured activities in MSA would advance kindergarteners' MSA aptitude by the end of the school year. We examined two issues: (a) whether reciting nursery rhymes in MSA would be more eff…
Monitoring of Reading Comprehension Across the First, Second, and Third Language: Domain-General or Language-Specific
This study examined the monitoring abilities of trilinguals in reading comprehension, addressing the following questions: Is comprehension monitoring related to reading comprehension across first, second, and third languages? Is comprehension monitoring shared across the languages of trilingual adults (domain-general) or rather linked to language proficiency (language-specific)? Eighty undergraduates, trilingual in Arabic, Hebrew, and English, re…
Long-term benefits after a rhyme-repetition based intervention program for kindergarteners: Better reading and spelling in the first grade
Oral language proficiency in kindergarten can facilitate the acquisition of reading and writing. However, in diglossic languages, like Arabic, the large gap between the spoken and the formal, modern standard (MSA) varieties of the language may restrict the benefits of oral language proficiency to subsequent literacy skills. Here, we tested, in a randomized controlled study, whether an intervention program, implemented in kindergarten, that famili…
On the role of morphology in early spelling in Hebrew and Arabic
Recitation and listening to nursery rhymes in the familiarization with a literacy language in kindergarteners: Not kids’ stuff
A large linguistic distance exists between spoken Arabic and the Modern Standard Arabic (MSA) the literary language (a diglosia). Novice readers, therefore, struggle with the complex orthography of Arabic as well as the mastering of MSA. Here, we tested whether structured activities in MSA would advance kindergarteners' MSA aptitude by the end of the school year. We examined two issues: (a) whether reciting nursery rhymes in MSA would be more eff…
Recitation and listening to nursery rhymes in the familiarization with a literacy language in kindergarteners: Not kids’ stuff
A large linguistic distance exists between spoken Arabic and the Modern Standard Arabic (MSA) the literary language (a diglosia). Novice readers, therefore, struggle with the complex orthography of Arabic as well as the mastering of MSA. Here, we tested whether structured activities in MSA would advance kindergarteners' MSA aptitude by the end of the school year. We examined two issues: (a) whether reciting nursery rhymes in MSA would be more eff…
Monitoring of Reading Comprehension Across the First, Second, and Third Language: Domain-General or Language-Specific
This study examined the monitoring abilities of trilinguals in reading comprehension, addressing the following questions: Is comprehension monitoring related to reading comprehension across first, second, and third languages? Is comprehension monitoring shared across the languages of trilingual adults (domain-general) or rather linked to language proficiency (language-specific)? Eighty undergraduates, trilingual in Arabic, Hebrew, and English, re…
Distribution of Nominal Word-Patterns and Roots in Palestinian Arabic: A Developmental Perspective in Early Childhood
This study investigated the acquisition of word-patterns and roots in the nominal system of the spoken language of Palestinian Arabic (PA) and its distance from Standard Arabic (StA). It described, analyzed, and quantified the nominal system (roots and word-patterns) as reflected in the language corpus of Palestinian-Arab kindergarteners 3 to 6 years old. The results showed that non-linear derived nouns (deverbal nouns) are the most frequently us…
Long-term benefits after a rhyme-repetition based intervention program for kindergarteners: Better reading and spelling in the first grade
Oral language proficiency in kindergarten can facilitate the acquisition of reading and writing. However, in diglossic languages, like Arabic, the large gap between the spoken and the formal, modern standard (MSA) varieties of the language may restrict the benefits of oral language proficiency to subsequent literacy skills. Here, we tested, in a randomized controlled study, whether an intervention program, implemented in kindergarten, that famili…
Morphological distance between spoken Palestinian dialect and standard Arabic and its implications for reading acquisition
When the written language that children learn to read and write is distinct from the oral language they acquired as their mother tongue, they may encounter substantial challenges. The linguistic distance between two varieties of the same language could have an impact on the literacy acquisition journey. The present study focuses on Arabic, a prototypical case of diglossia, where the distance between the spoken and standard varieties has been inte…
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…
On the role of morphology in early spelling in Hebrew and Arabic
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…
Reading and Literacy Development (8 works) · Linguistics (7 works) · Psychology (6 works) · Language Development and Disorders (5 works) · Arabic (4 works) · Computer Science (4 works) · Literacy (4 works) · Developmental psychology (3 works) · Philosophy (3 works) · Phonological awareness (3 works)