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Handbook of Arabic Literacy

Insights and Perspectives

  • Book
  • © 2014

Overview

Editors:
  1. Elinor Saiegh-Haddad

    1. Bar-Ilan University, Ramat Gan, Israel

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    You can also search for this editor in PubMed   Google Scholar

  2. R. Malatesha Joshi

    1. Texas A&M University, College Station, USA

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  • Brings together linguistics and the broader context of Arabic literacy development
  • Combines new findings from empirical research with insights from scientific surveys
  • Constructs a comprehensive account of literacy in Arabic
  • Includes supplementary material: sn.pub/extras

Part of the book series: Literacy Studies (LITS, volume 9)

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Table of contents (18 chapters)

  1. Front Matter

    Pages i-xxiii
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  2. The Arabic Language

    1. Front Matter

      Pages 1-1
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    2. The Structure of Arabic Language and Orthography

      • Elinor Saiegh-Haddad, Roni Henkin-Roitfarb
      Pages 3-28

  3. Arabic Lexical Representation and Processing

    1. Front Matter

      Pages 29-29
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    2. Is the Arabic Mental Lexicon Morpheme-Based or Stem-Based? Implications for Spoken and Written Word Recognition

      • Sami Boudelaa
      Pages 31-54

    3. Word Recognition in Arabic: Approaching a Language-Specific Reading Model

      • Gunna Funder Hansen
      Pages 55-76

    4. Why is it Hard to Read Arabic?

      • Zohar Eviatar, Raphiq Ibrahim
      Pages 77-96

  4. Arabic Reading and Spelling Development and Disorders

    1. Front Matter

      Pages 97-97
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    2. An Epidemiological Survey of Specific Reading and Spelling Disabilities in Arabic Speaking Children in Egypt

      • Wessam Mohamed, Karin Landerl, Thomas Elbert
      Pages 99-117

    3. Types of Developmental Dyslexia in Arabic

      • Naama Friedmann, Manar Haddad-Hanna
      Pages 119-151

    4. Narrative Development In Arabic: Story Re-Telling

      • Dorit Ravid, Dina Naoum, Suheir Nasser
      Pages 153-170

    5. Cognitive Predictors of Early Reading Ability in Arabic: A Longitudinal Study from Kindergarten to Grade 2

      • Hanadi Abu Ahmad, Raphiq Ibrahim, David L. Share
      Pages 171-194

  6. Arabic Emergent Literacy: Socio-Cultural Factors

    1. Front Matter

      Pages 301-301
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    2. The Development of Young Children’s Arabic Language and Literacy in the United Arab Emirates

      • Sana Tibi, Lorraine McLeod
      Pages 303-321
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Keywords

About this book

This book provides a synopsis of recently published empirical research into the acquisition of reading and writing in Arabic. Its particular focus is on the interplay between the linguistic and orthographic structure of Arabic and the development of reading and writing/spelling. In addition, the book addresses the socio-cultural, political and educational milieu in which Arabic literacy is embedded. It enables readers to appreciate both the implications of empirical research to literacy enhancement and the challenges and limitations to the applicability of such insights in the Arabic language and literacy context. The book will advance the understanding of the full context of literacy acquisition in Arabic with the very many factors (religious, historical, linguistic etc.) that interact and will hence contribute to weakening the anglocentricity that dominates discussions of this topic.

Reviews

From the book reviews:

“The aim of the book is to explore literacy development in Arabic from several perspectives. … This volume is a helpful guide to researchers of not only Arabic literacy and Diglossia, but also of sociolinguistics, learning disorders, and especially education. It aspires to achieve a better understanding of the consequences of the diglossic nature of Arabic and find solutions to existing problems. … The language used is easy-to-follow, and relevant tables, diagrams, and charts are provided where needed.” (Kariema El Touny, The Linguist List, March, 2015)

Editors and Affiliations

  • Bar-Ilan University, Ramat Gan, Israel

    Elinor Saiegh-Haddad

  • Texas A&M University, College Station, USA

    R. Malatesha Joshi

About the editors

Elinor Saiegh-Haddad is a professor of Linguistics in the English Department of Bar-Ilan University, Israel and a consultant for the National Authority for Testing and Evaluation of the Israel Ministry of Education (RAMA) as well as the Centre for Educational Technology (CET). Her main research areas include the acquisition of reading and writing in bilingual children and in Arabic diglossia and the relationship between oral language skills and the acquisition of literacy. Prof. Saiegh-Haddad has published numerous articles on literacy acquisition in children and co-edited (with Esther Geva) a special issue of Reading & writing on the simultaneous acquisition of reading in two languages. She has also been active in curriculum reform and development in Israel in the field of literacy (Arabic as L1 and English as FL) at both the elementary and pre-school levels.

R. Malatesha Joshi, Ph.D., is Professor of Reading/Language Arts Education, ESL and Educational Psychology at Texas A&M University, where he teaches and conducts research in literacy development and literacy problems among monolinguals and bilinguals. Dr. Joshi is the founding Editor of Reading and Writing: An Interdisciplinary Journal, rated one of the top journals in education and educational research. A monograph series titled Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education is also under his editorship. Additionally he serves on the editorial boards of various scientific journals. He has published numerous books and scientific papers in high-impact journals and has presented scientific papers in professional meetings in many parts of the world and has received many awards. He has also served on the review panels for Institute of Educational Sciences as well as the National Institute for Child Health and Human Development.

Bibliographic Information

  • Book Title: Handbook of Arabic Literacy

  • Book Subtitle: Insights and Perspectives

  • Editors: Elinor Saiegh-Haddad, R. Malatesha Joshi

  • Series Title: Literacy Studies

  • DOI: https://doi.org/10.1007/978-94-017-8545-7

  • Publisher: Springer Dordrecht

  • eBook Packages: Humanities, Social Sciences and Law, Education (R0)

  • Copyright Information: Springer Science+Business Media B.V. 2014

  • Hardcover ISBN: 978-94-017-8544-0Published: 22 April 2014

  • Softcover ISBN: 978-94-024-0310-7Published: 03 September 2016

  • eBook ISBN: 978-94-017-8545-7Published: 03 April 2014

  • Series ISSN: 2214-000X

  • Series E-ISSN: 2214-0018

  • Edition Number: 1

  • Number of Pages: XXIII, 422

  • Number of Illustrations: 134 b/w illustrations

  • Topics: Literacy, Arabic, Psycholinguistics, Language Education

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