Reading acquisition involves connections between the spoken language and the writing system. The English-language writing system holds an inconsistent alphabetic system, thus encouraging readers to develop representations between the grapheme and the word. Reading in English as a Foreign language supposes a challenge, especially when the reader's…

Children with Developmental language disorder (DLD) have particular difficulty learning language despite otherwise general normal development. When school age bilingual children struggle with language, a common question is if the difficulties they present reflect lack of ability or lack of language experience. To address the question of…

Immersion students' language abilities are generally characterized by strong receptive skills (listening, reading) and less developed productive skills (speaking, writing) when compared with L1 speakers of the immersion language (e.g., Allen et al. 1990; Cummins 1998; Harley 1992). In this paper we report results from a six-month mixed-methods…

Phonological and morphological awareness and its correlation with reading punctuated and non-punctuated words in Arabic as a first language were examined, as well as its transfer to Hebrew as a second language. Research participants were 30 fourth grade pupils. Phonological awareness was examined by phonological decoding of actual and meaningless…

Word reading fluency and word reading accuracy play a critical role in reading development (Perfetti, 1985; Stanovich, 1986) and are related to multiple language components such as phonological, morphological, and vocabulary skills in monolingual children. Our knowledge about this relation remains limited in bilingual children, however. This study…