Skip to main content
SpringerLink
Log in

Spelling development in Arabic as a foreign language among native Hebrew speaking pupils

Reading and Writing volume 27, pages 359–381 (2014)Cite this article

Abstract

It has been suggested that linguistic proximity affects the ease of acquisition between typologically similar languages, due to the fact that the languages have shared phonological and orthographic properties (Koda, 2008). Thus, a native Hebrew speaker learning Arabic as a foreign language (AFL) would be expected to easily develop linguistic proficiency. This study examined the developmental trajectory for spelling in AFL among native Hebrew speaking adolescents, with specific attention to the development of accurate representations for four novel phonemes and their graphic symbols ( ). The sample included eighth (N = 119), ninth (N = 125), and tenth graders (N = 91). We were further interested in examining the contribution of orthographic as opposed to phonological knowledge to spelling in AFL. Five experimental tasks were created for the study: real word recognition, orthographic sensitivity, auditory discrimination, and dictation of real and pseudowords. Findings for the eighth grade replicated earlier findings for real word spelling (Fragman & Russak, 2010) showing 20 % accuracy scores. While spelling accuracy improved by tenth grade, scores remained extremely low (25 %). Lexical representations for the four novel phonemes tested were also generally low, with different levels of accuracy for each phoneme. It is possible that the difficulties were the result of interference from shared linguistic elements. Finally, it was found that both orthographic as well as phonological knowledge contribute to real and pseudoword spelling. Implications of these findings are discussed in relation to language teaching policy and pedagogy.

This is a preview of subscription content, access via your institution.

Access options

Buy single article

Instant access to the full article PDF.

USD 39.95

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Fig. 1
Fig. 2
Fig. 3

References

  • Abdelhadi, S., Ibrahim, R., & Eviatar, Z. (2011). Perceptual load in the reading of Arabic: Effects of orthographic visual complexity on detection. Writing Systems Research, 3(2), 117–127. doi:10.1186/1744-9081-8-3.

    Article  Google Scholar 

  • Abu-Rabia, S., & Siegel, L. S. (1995). Different orthographies, different context effects: The effects of Arabic sentence context on skilled and poor readers. Reading Psychology, 16, 1–19.

    Article  Google Scholar 

  • Abu-Rabia, S., & Taha, H. (2004). Reading and spelling error analysis of native Arabic dyslexic readers. Reading and Writing: An Interdisciplinary Journal, 17, 651–689. doi:10.1007/s11145-004-2657-x.

    Article  Google Scholar 

  • Abu-Rabia, S., & Taha, H. (2006). Phonological errors predominate in Arabic spelling across grades 1–9. Journal of Psycholinguistic Research, 35(2), 167–188. doi:10.1016/S0010-0277(01)00148-2.

    Article  Google Scholar 

  • Allaith, Z. A., & Joshi, R. M. (2011). Spelling performance of English consonants among students whose first language is Arabic. Reading and Writing: An Interdisciplinary Journal, 24, 1089–1110. doi:10.1007/s11145-010-9294-3.

    Article  Google Scholar 

  • Amayreh, M., & Dyson, A. (1998). The acquisition of Arabic Consonants. Journal of Speech, Language, and Hearing Research, 41, 642–653.

    Google Scholar 

  • Azzam, R. (1989). Orthography and reading of the Arabic language. In P. G. Aaron (Ed.), Reading and writing disorders in different orthographic systems (pp. 203–218). The Netherlands: Kluwer Academic.

    Chapter  Google Scholar 

  • Azzam, R. (1993). The nature of Arabic reading and spelling errors of young children. Reading and Writing: An Interdisciplinary Journal, 5, 355–385.

    Article  Google Scholar 

  • Ben-David, A., & Berman, R. (2007). Israeli Hebrew speech acquisition. In S. McLeod (Ed.), The international guide to speech acquisition (pp. 437–456). Clifton Park, NY: Thomson Delmar.

    Google Scholar 

  • Bentin, S., & Ibrahim, R. (1996). New evidence for phonological processing during visual word recognition: The case of Arabic. Journal of Experimental Psychology, 22(2), 309–323.

    Google Scholar 

  • Berman, R. A. (1978). Modern Hebrew structure. Tel Aviv, Israel: University Publishing.

    Google Scholar 

  • Bruck, M. (1990). Word-recognition skills of adults with childhood diagnoses of dyslexia. Developmental Psychology, 26(3), 439–454.

    Article  Google Scholar 

  • Caravalos, M. (2005). Learning to spell in different languages: How orthographic variables might affect early literacy. In R. M. Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 497–512). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Central Bureau of Statistics. (2013). Retrieved from http://www.cbs.gov.il/locals.htm.

  • Coulmas, F. (1989). The writing systems of the world. Oxford, UK: Blackwell.

    Google Scholar 

  • Dechert, H. W. (1983). How a story is done in a second language. In C. Faerch & G. Kasper (Eds.), Strategies in inter-language communication (pp. 175–195). London, England: Longman.

    Google Scholar 

  • Donitsa-Schmidt, S., Inbar, O., & Shohamy, E. (2004). The effects of teaching spoken Arabic on students’ attitudes and motivation in Israel. The Modern Language Journal, 88, 217–228. doi:10.1111/j.0026-7902.2004.00226.x.

    Article  Google Scholar 

  • Durgunoglu, A. Y., Mir, M., & Arino-Marti, S. (2002). The relationships between bilingual children’s reading and writing in their two languages. In: G. Rijlaarsdam (Series Ed.), S. Ransdell & M. Barbier (Volume Eds.), Studies in writing: volume 11: New directions for research in L2 writing (pp. 81–100). The Netherlands: Kluwer Academic Publishers.

  • Elbro, C. (1996). Early linguistic abilities and reading development: A review and a hypothesis. Reading and Writing: An Interdisciplinary Journal, 8, 453–485.

    Article  Google Scholar 

  • Elbro, C., & Pallesen, B. R. (2002). The quality of phonological representations and phonological awareness: A causal link. In L. Verhoeven, C. Elbro, & P. Reitsma (Eds.), Precursors of functional literacy (pp. 17–32). Amsterdam: John Benjamins.

    Google Scholar 

  • Ellis, R. (1997). Second language acquisition. Oxford, England: Oxford University Press.

    Google Scholar 

  • Ellis, N., Natsume, M., Stavropoulou, K., Hoxhallari, L., Van Daal, V. H. P., & Polyzoe, N. (2004). The effects of orthographic depth on learning to read alphabetic, syllabic, and logographic scripts. Reading Research Quarterly, 39(4), 438–468. doi:10.1598/RRQ.39.4.5.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • Ferguson, C. A. (1959). Diglossia. Word, 15, 325–340.

    Google Scholar 

  • Figueredo, L. (2006). Using the known to unchart the unknown: A review of first-language influence on the development of English-as-a-second-language spelling skill. Reading and Writing: An Interdisciplinary Journal, 19, 873–905. doi:10.1007/s11145-006-9014-1.

    Article  Google Scholar 

  • Fishman, J. A., Cooper, R. L., & Conrad, A. W. (1977). The spread of English: The sociology of English as an additional language. Rowley, MA: Newbury House.

    Google Scholar 

  • Fragman, A. (1999). Summarizing and translation in teaching Arabic reading comprehension in Israel. Al-’Arabiyya, 32, 67–88.

    Google Scholar 

  • Fragman, A. (2008). The integration of Arab native teachers as teachers of Arabic in Hebrew-speaking schools: Intended policy or arbitrary strategy? The Annual of language & politics and Politics of Identity, 2, 55–80.

    Google Scholar 

  • Fragman, A. (submitted). Spelling proficiency of novel phonemes in Arabic among native Hebrew academic students

  • Fragman, A., & Russak, S. (2010). A qualitative analysis of spelling errors in Arabic as a foreign language among native Hebrew speaking students. Arabele2009: Teaching and learning the Arabic language, pp. 103–114.

  • Frost, R., Katz, L., & Bentin, S. (1987). Strategies for visual word recognition and orthographical depth: A multilingual comparison. Journal of Experimental Psychology: Human Perception and Performance, 13, 104–114.

    Google Scholar 

  • Hallel, M., & Spolsky, B. (1993). The teaching of additional languages in Israel. Annual Review of Applied Linguistics, 13, 37–49.

    Article  Google Scholar 

  • Hamada, M., & Koda, K. (2008). Influence of first language orthographic experience on second language decoding and word learning. Language Learning, 58, 1–31. doi:10.1111/j.1467-9922.2007.00433.x.

    Article  Google Scholar 

  • Hansen, G. F. (2010). Word recognition in Arabic as a foreign language. The Modern Language Journal, 94(4), 567–579. doi:10.1111/j.1540-4781.2010.01094.x.

    Article  Google Scholar 

  • Harris, M., & Hatano, G. (1999). Introduction: A cross-linguistic perspective on learning to read and write. In M. Harris & G. Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 51–70). Cambridge, England: Cambridge University Press.

    Google Scholar 

  • Ibrahim, R., & Eviatar, Z. (2009). Language status and hemispheric involvement in reading: Evidence from trilingual Arabic speakers tested in Arabic, Hebrew, and English. Neuropsychology, 23(2), 240–254. doi:10.1037/a0014193.

    Article  Google Scholar 

  • Ibrahim, R., & Eviatar, Z. (2012). The contribution of the two hemispheres to lexical decision in different Languages. Behavioral and Brain Functions, 8(3), 2–15. doi:10.1186/1744-9081-8-3.

    Google Scholar 

  • Ibrahim, R., Eviatar, Z., & Aharon Peretz, J. (2002). The characteristics of the Arabic orthography slow its cognitive processing. Neuropsychology, 16(3), 322–326. doi:10.1037/0894-4105.16.3.322.

    Article  Google Scholar 

  • Ibrahim, R., Eviatar, Z., & Aharon-Peretz, J. (2007). Meta-linguistic awareness and reading performance: A cross-language comparison. Journal of Psycholinguistic Research, 36(4), 297–317. doi:10.1007/s10936-006-9046-3.

    Article  Google Scholar 

  • Ibrahim, R., Khateb, A., & Taha, H. (2013). How does type of orthography affect reading in Arabic and Hebrew as first and second languages? Scientific Research, 3(1), 40-46. doi: 10.4236/ojml.2013.31005

    Google Scholar 

  • Jackson, F. H., & Kaplan, M. A. (1999). Lessons learned from fifty years of theory and practice in government language teaching. Retrieved from: Foreign Service Institute, U.S. Department of State, http://www.pseal.org/archives/sla/gurt_1999_07.pdf.

  • Joshi, R. M., Treiman, R., Carreker, S., & Moats, L. C. (2008). How words cast their spell. American Educator, 32, 6–43.

    Google Scholar 

  • Juul, H., & Sigurdsson, B. (2005). Orthography as a handicap? A direct comparison of spelling acquisition in Danish and Icelandic. Scandinavian Journal of Psychology, 46(3), 263–272. doi:10.1111/j.1467-9450.2005.00456.x.

    Article  Google Scholar 

  • Kemp, N. (2009). The acquisition of spelling patterns: Early, late, or never? In C. Wood & V. Connelly (Eds.), Contemporary perspectives on reading and spelling (pp. 76–91). London: Routledge.

    Google Scholar 

  • Koda, K. (2008). Impacts of prior literacy experience on second-language learning to read. In K. Koda & A. M. Zehler (Eds.), Learning to read across languages: Cross-linguistic relationships in first and second-language literacy development (pp. 68–96). NY: Routledge.

    Google Scholar 

  • Kraemer, R. (1990). Social psychological factors related to the study of Arabic among Israeli Jewish high school students. Unpublished doctoral dissertation, Tel Aviv University, Tel Aviv.

  • Lustigman, R. (2008). (Teaching Arabic in Hebrew Schools, A Ministry of Education report, Israel). Retrieved from: Ministry of Education website. http://www.hajar.org.il/hajar/docs/publication/he-run%20lustigman.doc.

  • Ravid, D., & Schiff, R. (2006). Roots and patterns in Hebrew language development: Evidence from written morphological analogies. Reading and Writing: An Interdisciplinary Journal, 19, 789–818. doi:10.1007/s11145-006-9004-3.

    Article  Google Scholar 

  • Raynolds, L. B., & Uhry, J. K. (2010). The invented spellings of non-Spanish phonemes by Spanish-English bilingual and English monolingual kindergarteners. Reading and Writing: An Interdisciplinary Journal, 23, 495–513. doi:10.1007/s11145-009-9169-7.

    Article  Google Scholar 

  • Russak, S., & Fragman, A. (in press). The development of grapho-phonemic representation among native Hebrew speakers learning Arabic as a foreign language. In E. Saiegh-Haddad & M. Joshi (Eds.), Handbook of Arabic literacy. Springer.

  • Russak, S., & Kahn-Horwtiz, J. (in press). English foreign language spelling development: Comparisons between good and poor spellers. Journal of Research in Reading.

  • Russak, S., & Saiegh-Haddad, E. (2011). Phonological awareness in L1 (Hebrew) and L2 (English) among normal and reading disabled adults. Reading and Writing: An Interdisciplinary Journal, 24, 427–442. doi:10.1007/s11145-010-9235-1.

    Article  Google Scholar 

  • Ryan, A., & Meara, P. M. (1991). The case of the invisible vowels: Arabic speakers reading English words. Reading in a Foreign Language, 7, 531–540.

    Google Scholar 

  • Saiegh-Haddad, E. (2003). Linguistic distance and initial reading acquisition: The case of Arabic diglossia. Applied Psycholinguistics, 24, 431–451. doi:10.1017/SO142716403000225.

    Article  Google Scholar 

  • Saiegh-Haddad, E. (2004). The impact of phonemic and lexical distance on the phonological analysis of words and pseudowords in a diglossic context. Applied Psycholinguistics, 25, 495–512. doi:10.1017/SO142716404001249.

    Article  Google Scholar 

  • Saiegh-Haddad, E. (2005). Correlates of reading fluency in Arabic: Diglossic and orthographic factors. Reading and Writing: An Interdisciplinary Journal, 18, 559–582. doi:10.1007/s11145-005-3180-4.

    Article  Google Scholar 

  • Saiegh-Haddad, E. (2007). Linguistic constraints on children’s ability phonemes in Arabic. Applied Psycholinguistics, 28(4), 607–626. doi:10.1017/S0142716407070336.

    Article  Google Scholar 

  • Schwartzwald, O. (1985). , (The pronunciation of the young generation in Israel). Shevet ve’Am, 10, 66–75.

    Google Scholar 

  • Seymour, P. H. K., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143–174. doi:10.1348/000712603321661859.

    Article  Google Scholar 

  • Share, D., & Levin, I. (1999). Learning to read and write in Hebrew. In M. Harris & G. Hatano (Eds.), Learning to read and write: A cross-linguistic perspective. Cambridge, England: Cambridge University Press.

    Google Scholar 

  • Sharp, A. C., Sinatra, G. M., & Reynolds, R. E. (2008). The development of children’s orthographic knowledge: A microgenetic perspective. Reading Research Quarterly, 43(3), 206–226. doi:10.1598/RRQ.43.3.1.

    Article  Google Scholar 

  • Shimron, J. (2006). Reading Hebrew: The language and the psychology of reading it. NJ: Erlbaum.

    Google Scholar 

  • Siegel, L. S., Share, D., & Geva, E. (1995). Evidence for superior orthographic skills in dyslexics. Psychological Science, 6, 250–254.

    Article  Google Scholar 

  • Spolsky, B., & Shohamy, E. (1999). The languages of Israel: Policy, ideology and practice. Clevedon: Multilingual Matters.

    Google Scholar 

  • Stevens, P. B. (2006). Is Spanish really so easy? Is Arabic really so hard? Perceived difficulty in learning Arabic as a second language. In K. M. Wahba, A. T. Zeinab, & L. England (Eds.), Handbook for Arabic language teaching professionals in the 21st century (pp. 35–63). London, England: Lawrence Erlbaum Associates Publishers.

    Google Scholar 

  • Vanderhoof, K. (2011, April). Understanding and improving ABE and ESL students’ spelling. Paper presented at COABE and CCAE 2011 conference, CA, USA. Retrieved from http://www.coabe.org/html/powerpoint/ABE%20and%20ESL%20Students%20Spelling.ppt.

  • Wang, M., & Geva, E. (2003). Spelling acquisition of novel English phonemes in Chinese children. Reading and Writing: An Interdisciplinary Journal, 16(4), 325–348.

    Article  Google Scholar 

  • Wimmer, H., & Landerl, K. (1997). How learning to spell German differs from learning to spell English. In C. A. Perfetti, L. Rieben, & M. Fayol (Eds.), Learning to spell: Research theory, and practice across languages (pp. 81–96). Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Wright, W., & Smith, W. R. (1890). Lectures on the comparative grammar of the Semitic languages. Cambridge, England: Cambridge University Press.

    Google Scholar 

  • Young, K. (2007). Developmental stage theory of spelling: Analysis of consistency across four spelling related activities. Australian Journal of Language & Literacy, 30(3), 203–220.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Beit Berl College of Education, P.O. Box 1007, 44864, Kochav Yair, Israel

    Susie Russak

  2. Beit Berl College of Education, P.O. Box 5644, 37510, Carcur, Israel

    Alon Fragman

  3. Ben Gurion University, Beersheba, Israel

    Alon Fragman

Authors
  1. Susie Russak
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Alon Fragman
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Susie Russak.

Appendix

Appendix

Real word dictation task: Pseudoword dictation task: Orthographic sensitivity task (example):

Rights and permissions

Reprints and Permissions

About this article

Cite this article

Russak, S., Fragman, A. Spelling development in Arabic as a foreign language among native Hebrew speaking pupils. Read Writ 27, 359–381 (2014). https://doi.org/10.1007/s11145-013-9448-1

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11145-013-9448-1

Keywords

search

Navigation