[1]
|
Abu-Rabia, S., & Sanitzky, I. (2010). Advantages of bilingualism over monolingualism in learning a third language. Bilingual Research Journal, 32, 173-199.
|
[2]
|
Abu-Rabia, S., & Siegel, L. S. (2002). Reading, syntactic and working memory skills of bilingual Arabic-speaking children. Journal of Psycholinguistic Research, 31, 661-678.
doi:10.1023/A:1021221206119
|
[3]
|
Abu-Rabia, S., & Siegel, L. S. (2003). Reading skills in three orthographies: The case of trilingual Arabic-Hebrew-English speaking Arab children. Reading and Writing: An Interdisciplinary Journal, 16, 611 634. doi:10.1023/A:1025838029204
|
[4]
|
Cisero, C. A., & Royer, J. M. (1995). The development and cross-language transfer of phonological awareness. New York: Longman.
|
[5]
|
Cummins, J. (1991). Interdependence of first and second language pro ficiency in bilingual children. In E. Bialystock (Ed.), Language processing in bilingual children (pp. 70-89). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511620652.006
|
[6]
|
Domínguez De Ramírez, R., & Shapiro, E. S. (2007). Cross-language relationship between Spanish and English oral reading fluency among Spanish-speakers English language learners in bilingual education classrooms. Psychology in the School, 44, 795-806.
doi:10.1002/pits.20266
|
[7]
|
Durguno?lu, A. Y. (2002). Cross-linguistic transfer in literacy development and implications for language learners. Annals of Dyslexia, 52, 189-204. doi:10.1007/s11881-002-0012-y
|
[8]
|
Durguno?lu, A. Y., Mir, M., & Ari?o-Martí, S. (2002). The relationship between bilingual children’s reading and writing in their two languages. In S. Ransdell, & M. L. Barbier (Eds.), Psycholinguistic approaches to understanding second-language writing (pp. 81-100). Dordrecht: Kluwer.
|
[9]
|
Eviatar, Z., & Ibrahim, R. (2004). Morphological and orthographic effects on hemispheric processing of nonwords: A cross-linguistic comparison. Reading and Writing: An Interdisciplinary Journal, 17, 691-705. doi:10.1007/s11145-004-2659-8
|
[10]
|
Geva, E. (1995). Orthographic and cognitive processing in learning to read English and Hebrew. In I. Taylor, & R. D. Olson (Eds.), Scripts and literacy (pp. 277-291). Dordrecht: Kluwer.
doi:10.1007/978-94-011-1162-1_18
|
[11]
|
Geva, E., & Siegel, L. (2000). Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages. Reading and Writing: An Interdisciplinary Journal, 12, 1-30.
doi:10.1023/A:1008017710115
|
[12]
|
Geva, E., Wade-Wooley, L., & Shany, M. (1997). The development of reading efficiency in first and second language. Scientific Studies of Reading, 1, 119-144. doi:10.1207/s1532799xssr0102_2
|
[13]
|
Geva, E., Yaghoub-Zadeh, Z., & Schuster, B. (2000). Understanding individual differences in word recognition skills of ESL children. Dyslexia, 50, 123-154.
|
[14]
|
Gholamain, M., & Geva, E. (1999). Orthographic and cognitive factors in the concurrent development of basic reading skills in English and Persian. Language Learning, 49, 183-217.
doi:10.1111/0023-8333.00087
|
[15]
|
Goodman, K. S. (1971). Psycholinguistic universals in the reading process. In P. Pimsleur & T. Quinn (Eds.), The psychology of second language learning (pp. 135-142). Cambridge: Cambridge University Press.
|
[16]
|
Kahn-Horwitz, J. (2006). English as a foreign language—A non formal test battery. Haifa: Yozma.
|
[17]
|
Koda, K. (1999). Development of L2 intraword orthographic sensitivity and decoding skills. Modern Language Journal, 83, 51-64.
doi:10.1111/0026-7902.00005
|
[18]
|
Koda, K. (2007). Reading and language learning: Cross linguistic con straints on second language reading development. Language Learning, 57, 1-44. doi:10.1111/0023-8333.101997010-i1
|
[19]
|
Lee, J. W., & Schallert, D. L. (1997). The relative contribution of L2 language proficiency and L1 reading ability to L2 reading performance: A test of the threshold hypothesis in an EFL context. Tesol Quarterly, 31, 719-739. doi:10.2307/3587757
|
[20]
|
Leikin, M., Share, D. L., & Schwartz, M. (2005). Difficulties in L2 He brew reading among Russian-speaking second graders. Reading and Writing, 18, 455-472. doi:10.1007/s11145-005-8919-4
|
[21]
|
Miller-Guron, L., & Lundberg, I. (2000). Dyslexia and second language reading: A second bite at the apple? Reading and Writing: An Inter disciplinary Journal, 12, 41-61. doi:10.1023/A:1008009703641
|
[22]
|
Muter, V., & Diethelm, K. (2001). The contribution of phonological skills and letter knowledge to early reading development in a multi lingual population. Language Learning, 51, 187-219.
doi:10.1111/1467-9922.00153
|
[23]
|
Quiroda, T., Lemos-Britton, Z., Mostafapour, E., Abbott, R. D., & Berninger, V. W. (2002). Phonological awareness and beginning reading in Spanish-speaking ESL first graders: Research into practice. Journal of School Psychology, 40, 85-111.
doi:10.1016/S0022-4405(01)00095-4
|
[24]
|
Shany, M., Lachman, D., Shalem, Z., Bahat, A., & Zeiger, T. (2005). “Alep-Taph”—An assessment system for reading and writing disabilities. Tel Aviv: Yesod Publishing.
|
[25]
|
Shimron, J., & Sivan, T. (1994). Reading proficiency and orthography: Evidence from Hebrew and English. Language Learning, 44, 5-27.
|
[26]
|
Siegel, L., Share, D., & Geva, E. (1995). Evidence for superior orthographic skills in dyslexics. Psychological Science, 6, 250-254.
doi:10.1111/j.1467-9280.1995.tb00601.x
|
[27]
|
Sparks, R. (1995). Examining the linguistic coding differences hypo thesis to explain individual differences in foreign language learning. Annals of Dyslexia, 45, 187-214. doi:10.1007/BF02648218
|
[28]
|
Sparks, R., Patton, J., Ganschow, L., Humbach, N., & Javorsky, J. (2008). Early first-language reading and spelling skills predict later second-language reading and spelling skills. Journal of Educational Psychology, 100, 162-174. doi:10.1037/0022-0663.100.1.162
|
[29]
|
Sparks, R., Philips, L., & Javorsky, J. (2003). College students classified as having learning disabilities and attention deficit hyperactivity disorder and the foreign language requirement. Foreign Language Annals, 36, 325-337. doi:10.1111/j.1944-9720.2003.tb02117.x
|
[30]
|
Tov-li, E. (2000). A reading and writing test battery for 1st 9th graders (in Hebrew). Kiriat Bialik: Ach.
|
[31]
|
Van Gelderen, A., Schoonen, R., De Glopper, K., Hulstijn, J., Simis, A., Snellings, P., & Stevenson, M. (2004). Linguistic knowledge, processing speed, and metacognitive knowledge in first and second language reading comprehension: A componential analysis. Journal of Educational Psychology, 96, 19-30.
doi:10.1037/0022-0663.96.1.19
|
[32]
|
Vazan, N. (2000). Moreunseens 1. Ra’anana: Eric Cohen Books.
|
[33]
|
Verhoeven, L. (1994). Transfer in bilingual development: The linguistic interdependence hypothesis revisited. Language Learning, 44, 381 415. doi:10.1111/j.1467-1770.1994.tb01112.x
|
[34]
|
Wang, M., Cheng, C., & Chen, S. (2006). Contribution of morphological awareness to Chinese-English biliteracy acquisition. Journal of Educational Psychology, 98, 542-553.
doi:10.1037/0022-0663.98.3.542
|
[35]
|
Wang, M., Park, Y., & Lee, K. R. (2006). Korean-English biliteracy acquisition: Cross-language phonological and orthographic transfer. Journal of Educational Psychology, 98, 148-158.
doi:10.1037/0022-0663.98.1.148
|
[36]
|
Wang, M., Perfetti, C. A., & Liu, Y. (2005). Chinese-English biliteracy acquisition: Cross-language and writing system transfer. Cognition, 97, 67-88. doi:10.1016/j.cognition.2004.10.001
|
[37]
|
Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, 3-29.
doi:10.1037/0033-2909.131.1.3
|