Reading, Syntactic, Orthographic, and Working Memory Skills of Bilingual Arabic-English Speaking Canadian Children
Bibliographic Data
| ID | 5899000 |
|---|---|
| Authors | Salim Abu Rabia (0000-0003-1035-5641, Carmel (Israel), corresponding author), Salim Abu-Rabia, Linda S Siegel (0000-0001-7500-5189, University of British Columbia) |
| Year | 2002 |
| Volume | 31 |
| Issue | 6 |
| Pages | 661-678 |
| Publication date | 2002-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Psycholinguistic Research (JOURNAL) |
| Journal identifiers | ISSN: 0090-6905 • E-ISSN: 1573-6555 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1023/a:1021221206119 |
| PMID | 12599919 |
| OpenAlex | W1527227474 |
| Language | EN |
| Citations received | 48 |
| References cited | 27 |
Arabic · Cognition · First language · Linguistics · Neuroscience of multilingualism · Orthography · Phonological awareness · Psycholinguistics · Reading (process) · Semitic languages · Spelling · Computer Science · Hearing Impairment and Communication · Psychology · Reading and Literacy Development · Writing and Handwriting Education
Best Practices in Teaching Logographic and Non-Roman Writing Systems to L2 Learners
The Effects of Specific Learning Difficulties on Processes of Multilingual Language Development
Is bilingualism related to a cognitive advantage in children? A systematic review and meta-analysis
A meta-analysis on the relation between reading and working memory
Cross‐linguistic transfer of oral language, decoding, phonological awareness and reading comprehension
The Bilingual Advantage in Children’s Executive Functioning Is Not Related to Language Status
A Systematic Review and Meta-Analysis of the Cognitive Correlates of Bilingualism
Within- and Cross-Language Relations Between Oral Language Proficiency and School Outcomes in Bilingual Children With an Immigrant Background
Using Word Reading Fluency Curriculum-Based Measurements to Monitor Students’ Reading Progress in Grade 2
Evidence for Language Policy in Government Pre-Primary Schools in Nigeria
Bridging the gap
Reading comprehension of monolingual and bilingual children in primary school
Cognitive Retroactive Transfer of Language Skills From English as a Foreign Language to Hebrew as the First Language
An examination of differences in linguistic and meta-linguistic skills in English (FL) and Hebrew (L1)
Reading Disability in Chinese Children Learning English as an L2
Comparison between two phonological awareness tasks in Arabic
Cognitive Retroactive Transfer (CRT) of Language Skills Among Bilingual Arabic-English Readers
Advantages of Bilinguals Over Monolinguals in Learning a Third Language
Cognitive retroactive transfer of metacognitive reading strategies from English (L3) into French (L2) among trilingual learners
Cattell-Horn-Carroll broad cognitive ability profiles for dyslexia and intellectual disability
The cognitive profiles of Jordanian students at risk for math disability
Predicting ELL students’ beginning first grade English oral reading fluency from initial kindergarten vocabulary, letter naming, and phonological awareness skills
Social Aspects and Reading, Writing, and Working Memory Skills in Arabic, Hebrew, English, and Circassian
Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya
Keeping up and forging ahead
Syntactic awareness skills in English among children who speak Slavic or Chinese languages as a first language and English as a second language
Examining the contribution of metasyntactic ability to reading comprehension among native and non-native speakers of French
Arabic as a heritage language
Is bilingualism associated with better working memory capacity? A meta-analysis
Contributions of code-based and oral language skills to Arabic and English reading comprehension in Arabic-English bilinguals in the elementary school years
Cultural and linguistic influence on brain organization for language and possible consequences for dyslexia
Exploring the contribution of phonological memory to metasyntactic abilities in bilingual children
Bilingual advantages in executive functioning
Bilingualism and working memory capacity
Bilingual children outperform monolingual children on executive function tasks far more often than chance
Exploring cross-linguistic transfer of phonology, morphology, syntax, and orthography from Arabic (L1) to English (FL)
The Role of Short Vowels in Reading Arabic
The role and importance of lower-level processes in second language reading
The effect of explicit L3 syntactic awareness instruction on syntactic skills and reverse transfer to L2 and L1
Assessment Practices for Developmental Dyslexia in Morocco
The Role of Vowelization in Reading Comprehension of Different Arabic Genres
How Chinese–English Bilingual Fourth Graders Draw on Syntactic Awareness in Reading Comprehension
Understanding Within‐ and Cross‐Language Relations Among Language, Preliteracy Skills, and Word Reading in Bilingual Learners
Cross-Language Transfer of Syntactic Skills and Reading Comprehension Among Young Cantonese-English Bilingual Students
Moving Cross-Language Transfer from Hypothesis to Causal Evidence
Contribution of Nonverbal Cognitive Skills on Bilingual Children's Grammatical Performance
Testing the Interdependence Hypothesis Among Native Adult Bilingual Russian-English Students
Phonological Errors Predominate in Arabic Spelling Across Grades 1-9
The Structure of English Orthography
Explaining the Differences Between the Dyslexic and the Garden-Variety Poor Reader
A Meta-Analysis of Selected Studies on the Effectiveness of Bilingual Education
Phenotypic performance profile of children with reading disabilities
Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages
Linguistic Interdependence and the Educational Development of Bilingual Children
The right and wrong places to look for the cognitive locus of reading disability
The role of mother tongue literacy in third language learning
Beginning to Read
Metalinguistic Abilities and Beginning Reading
Acquisition of Reading in a Second Language
The Validity and Reliability of Phonemic Awareness Tests
Development of grammatical-sensitivity, phonological, and short-term memory skills in normally achieving and learning disabled children
Cross-language transfer of phonological awareness
Three-year Evaluation of a Large Scale Early Grade French Immersion Program
English Reading Within the French Immersion Program
| Unique citing works | 48 |
|---|---|
| Citations per year | 1,92 |
| Citation span | 2001 - 2026 (26) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 44 |