Arabic

Haj, L., Schiff, R., Ghawi-Dakwar, O., & Saiegh-Haddad, E. (2026). Investigating the role of Arabic diglossia-centered multi-domain intervention (ADMIN) in enhancing Palestinian-Arabic speaking kindergarten children’s emergent literacy. Reading and Writing: An Interdisciplinary Journal, 1–31. https://doi.org/10.1007/s11145-026-10766-9

Shahbari-Kassem, A., Schiff, R., & Saiegh-Haddad, E. (2024). Development of morphological awareness in Arabic: the role of morphological system and morphological distance. Reading and Writing. https://doi.org/10.1007/s11145-024-10581-0

Schiff, R., & Saiegh-Haddad, E. (2018)

Development and Relationships Between Phonological Awareness, Morphological Awareness and Word Reading in Spoken and Standard Arabic. Frontiers in Psychology, 1-13.  http://dx.doi.org.proxy4.athensams.net/10.3389/fpsyg.2018.00356

Bishara, S.,&  Weiss, I. (2017)

Correlation between phonological and morphological awareness and the reading of punctuated and non-punctuated words in Arabic as first language and Hebrew as second language. Cogent Education, 4(1), 15 p. https://doi.org/10.1080/2331186X.2017.1322028

Saiegh-Haddad, E. & Schiff, R. (2016)

The Impact of Diglossia on Voweled and Unvoweled Word Reading in Arabic: A Developmental Study . From Childhood to Adolescence. Scientific Studies of Reading, DOI 10.1080/10888438.2016.1180526

Aram, D., Korat, O., Saiegh-Haddad, E., Arafat, SH., Khoury, R. & Abu Elhija, J. (2013)

Early literacy among Arabic-speaking kindergartners: The role of socioeconomic status, home literacy environment and maternal mediation of writing. Cognitive Development, 28 (3), 193-208

Aram, D., Korat, O. & Hassunah-Arafat, S. (2013)

The contribution of early home literacy activities to first grade reading and writing achievements in Arabic. Reading and  Writing 26,1517-1536