Susie Russak
Biographic Data
| ID | 4471428 |
|---|---|
| NAME | Susie Russak |
| GIVEN NAMES | Susie |
| FAMILY NAME | Russak |
| SIGNATURE | RUSSAK S |
| AFFILIATIONS | Beit Berl College |
| ORCID | 0000-0001-5037-9854 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Connecting oral narrative skills, decoding and spelling acquisition of english as a foreign language by Hebrew-speaking children
Exploring mental models of SEN among teachers of English for academic purposes: Themes and entanglements
The study of English for Academic Purposes (EAP) is compulsory in many higher education institutions, particularly in settings where English is not the students' first language. Since more students are entering academia, the population of students with special educational needs (SEN) is increasing. Students with SEN struggle with academic requirements in their first language and more so with EAP courses. In order to impact teacher practices, it i…
Marking and erasing: Classed practices of visibility in mothering Israeli children with invisible disabilities
Using oral narratives to examine acquisition of English verb morphology among multilingual Arabic and monolingual Hebrew speakers: Finding similarities with monolingual English-speaking SLIs
Acquisition of oral English verb morphology presents difficulties for bilinguals, learners of EFL and English-speaking monolingual children with specific language impairment. This study aimed to identify challenging English verb inflections among sixth grade speakers of Arabic (N = 85) and Hebrew (N = 86) using an elicited oral narrative task, and EFL L1, L2, L3 skills that support oral production of English morphosyntactic structures and verb in…
Investigating spelling across typologically diverse orthographies: An introduction
Preview this article: Investigating spelling across typologically diverse orthographies, Page 1 of 1 /docserver/preview/fulltext/wll.00058.rus-1.gif
How can a fine-grained analysis of spelling errors inform our understanding of the development of spelling in EFL
Becoming a proficient speller in English is a challenging task requiring integration of knowledge from multiple linguistic and cognitive sources. Spelling in English as a foreign language (EFL) is more complex when the distance between the different languages of the speller is great. Whereas binary scoring practices are prevalent, they are not as informative as analyses of errors based on linguistic characteristics. The present longitudinal study…
A study of literacy acquisition in English as a foreign language amongst native Hebrew and Arabic speaking pupils
Israel has two official languages: Hebrew and Arabic, and one semi-official language, English. Within this multilingual environment, the national English curriculum relates to all learners as one homogenous population. There are no specific directives regarding the linguistic needs of diverse language backgrounds. Studies of literacy acquisition in English as a foreign language (EFL) to date have focused primarily on Hebrew or Arabic speakers wit…
Do kindergarten teachers possess adequate knowledge of basic language constructs to teach children to read English as a foreign language
Phonological awareness errors mirror underlying phonological representations: Evidence from Hebrew L1 – English L2 adults
This article examines the effect of phonological context (singleton vs. clustered consonants) on full phoneme segmentation in Hebrew first language (L1) and in English second language (L2) among typically reading adults (TR) and adults with reading disability (RD) ( n = 30 per group), using quantitative analysis and a fine-grained analysis of errors. In line with earlier findings, overall mean scores revealed significant differences between the t…
Do inclusion practices for pupils with special educational needs in the English as a foreign language class in Israel reflect inclusion laws and language policy requirements
The study of additional languages is mandatory for all pupils in most European countries. Usually, the first foreign language is English. This is due to the status of English as a global language. According to inclusion laws, pupils with special educational needs (SEN) should be taught in regular classes with support services by teachers with special education training. Often, however, foreign language teachers lack training and do not know how t…
Do inclusion practices for pupils with special educational needs in the English as a foreign language class in Israel reflect inclusion laws and language policy requirements
The study of additional languages is mandatory for all pupils in most European countries. Usually, the first foreign language is English. This is due to the status of English as a global language. According to inclusion laws, pupils with special educational needs (SEN) should be taught in regular classes with support services by teachers with special education training. Often, however, foreign language teachers lack training and do not know how t…
Do inclusion practices for pupils with special educational needs in the English as a foreign language class in Israel reflect inclusion laws and language policy requirements
The study of additional languages is mandatory for all pupils in most European countries. Usually, the first foreign language is English. This is due to the status of English as a global language. According to inclusion laws, pupils with special educational needs (SEN) should be taught in regular classes with support services by teachers with special education training. Often, however, foreign language teachers lack training and do not know how t…
Phonological awareness errors mirror underlying phonological representations: Evidence from Hebrew L1 – English L2 adults
This article examines the effect of phonological context (singleton vs. clustered consonants) on full phoneme segmentation in Hebrew first language (L1) and in English second language (L2) among typically reading adults (TR) and adults with reading disability (RD) ( n = 30 per group), using quantitative analysis and a fine-grained analysis of errors. In line with earlier findings, overall mean scores revealed significant differences between the t…
Do kindergarten teachers possess adequate knowledge of basic language constructs to teach children to read English as a foreign language
A study of literacy acquisition in English as a foreign language amongst native Hebrew and Arabic speaking pupils
Israel has two official languages: Hebrew and Arabic, and one semi-official language, English. Within this multilingual environment, the national English curriculum relates to all learners as one homogenous population. There are no specific directives regarding the linguistic needs of diverse language backgrounds. Studies of literacy acquisition in English as a foreign language (EFL) to date have focused primarily on Hebrew or Arabic speakers wit…
Investigating spelling across typologically diverse orthographies: An introduction
Preview this article: Investigating spelling across typologically diverse orthographies, Page 1 of 1 /docserver/preview/fulltext/wll.00058.rus-1.gif
How can a fine-grained analysis of spelling errors inform our understanding of the development of spelling in EFL
Becoming a proficient speller in English is a challenging task requiring integration of knowledge from multiple linguistic and cognitive sources. Spelling in English as a foreign language (EFL) is more complex when the distance between the different languages of the speller is great. Whereas binary scoring practices are prevalent, they are not as informative as analyses of errors based on linguistic characteristics. The present longitudinal study…
Using oral narratives to examine acquisition of English verb morphology among multilingual Arabic and monolingual Hebrew speakers: Finding similarities with monolingual English-speaking SLIs
Acquisition of oral English verb morphology presents difficulties for bilinguals, learners of EFL and English-speaking monolingual children with specific language impairment. This study aimed to identify challenging English verb inflections among sixth grade speakers of Arabic (N = 85) and Hebrew (N = 86) using an elicited oral narrative task, and EFL L1, L2, L3 skills that support oral production of English morphosyntactic structures and verb in…
Marking and erasing: Classed practices of visibility in mothering Israeli children with invisible disabilities
Connecting oral narrative skills, decoding and spelling acquisition of english as a foreign language by Hebrew-speaking children
Exploring mental models of SEN among teachers of English for academic purposes: Themes and entanglements
The study of English for Academic Purposes (EAP) is compulsory in many higher education institutions, particularly in settings where English is not the students' first language. Since more students are entering academia, the population of students with special educational needs (SEN) is increasing. Students with SEN struggle with academic requirements in their first language and more so with EAP courses. In order to impact teacher practices, it i…
Reading and Literacy Development (8 works) · Psychology (7 works) · Linguistics (6 works) · Foreign language (4 works) · Hebrew (4 works) · Arabic (3 works) · Computer Science (3 works) · English as a foreign language (3 works) · Language Development and Disorders (3 works) · Orthography (3 works)