Prof. Elinor Saiegh-Haddad

Prof.
Prof. Elinor Saiegh-Haddad
Rank: 
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Fields of interest

Linguistics of Literacy

Reading and Spelling Development

Diglossia and language/reading Acquisition in Arabic

Reading in EFL/ESL

Bilingualism and language/reading development

 

 

CV

 

Academic and Professional Positions

2011-present   Associate Professor, English Department, Bar- Ilan University, Israel

2010-2011       Senior Lecturer, English Department, Bar- Ilan University, Israel

2003-2010       Lecturer, English Department, Bar- Ilan University, Israel

2002-2003       Instructor, English Department, Bar-Ilan University, Israel

1994-present   Senior Lecturer, Arab Academic College for Education, Haifa, Israel

1990-1998       Instructor, Department of Foreign Languages, Haifa University, Israel

1991-1993       Teaching Assistant, English Department, Bar-Ilan University, Israel

1990-1994       English Teacher, Yanni High School, Kfar-Yassif, Israel

 

Education

2001-2002 Post-doctoral Fellow

Department of Applied Psychology and Human Development

Ontario Institute for Studies in Education (OISE)

University of Toronto, Canada

 

1995-2000       Ph.D. in Applied Linguistics

                        English Department

                        Bar-Ilan University, Israel     

                       

1990-1991       MA (with Distinction) in Applied Linguistics, Language Testing

Reading University

Reading, UK  

 

1986-1989       BA (with Distinction) in Linguistics

English Department

Bar-Ilan University, Israel     

 

Additional Studies

2002                Third European Graduate School on Literacy: Methods in Reading Research (August, 2002), NorFA (Nordic Research Academy) and Center for Reading Research, Department of General and Applied Linguistics, University of Copenhagen, Copenhagen, Denmark.

 

1998                Teaching License, Mofet Institute, Israel

 

 

Awards and Fellowships

MAOF Young Scholar Fellowship- Experimental ($29,000). Bar-Ilan University, Israel. Diglossia and the Acquisition of Basic Language and Literacy Skills in Arabic

2001-2002 Rothschild Postdoctoral Fellowship, Yad Hanadiv (37,000$). Ontario Institute for Studies in Education (OISE), University of Toronto, Canada. Acquisition of Reading in English-Arabic bilingual children in Canada: Linguistic, orthographic, and cognitive factors.

 

2000-2001       Israel Ministry of Science Postdoctoral Fellowship (NIS 60,000). Bar-Ilan University, Israel. Initial Literacy and Word Reading Ability in Native Arabic Monolingual Children.

2003                International Reading Association's (IRA) Reading/Literacy Research Award ($1,000). Bar-Ilan University, Israel. Diglossia and the Acquisition of Basic Spelling Processes in Arabic

 

Funded Research

 

2015                Principal Investigator. “Specific Language Impairment (SLI) in Arabic”.

                        Rector’s Research Award. Bar-Ilan University. NIS 16.062.

 

2014-2016       Principal Investigator, “The effect of diglossia on the acquisition of phonological awareness, morphological awareness, and reading in voweled and unvoweled Arabic: Comparison between high and low SES”.

Ministry of Education Chief Scientist. NIS 200,000 (two years).

CI: Prof. Rachel Schiff, Bar-Ilan University.

 

2013-2016       Principal Investigator, “The impact of Diglossia on language development in Arabic: From childhood to adulthood”.

Israel Science Foundation (ISF). $280,000

                        CI: Dr. Lior Laks, Bar-Ilan University.

           

2008-2010              Principal Investigator, “Underpinnings of normal reading development and developmental reading disability in Arabic: Cognitive, linguistic, and orthographic factors”

Arabic Language Academy (ALA). NIS 118,000

 

2005-2006 Cooperating Investigator, “Early Literacy Intervention Program with Arab

                        Kindergartens in Jaffa"

                        Price & Brody's Initiative. NIS132,000

PI: Iris Levin, Tel-Aviv University.

 

2004-2008Cooperating Investigator, “Prosodic Effects on Morphological Development: A  Study of  the Acquisition of Arabic and Hebrew"

Israel Science Foundation (ISF). $114,000

PIs: Outi Bat-El, Tel Aviv University; Galit Adam, The Open University.

 

2004-2005              Principal Investigator, “A Componential Linguistic Analysis of the Impact of Early Exposure to Modern Standard Arabic on the Acquisition of Basic Literacy Skills in Children”

Rothschild Foundation (Yad Hanadiv). $10,000

Bar-Ilan University.

 

2003-2007Cooperating Investigator, “Syntactic, Morphological, and Pragmatic Representation and Processing in Bilingual Children with Special Language Impairment”

                        Israel Science Foundation (ISF). $149,000

                        PIs: Sharon Armon-Lotem & Jonathan Fine, Bar-Ilan University

 

2000-2003       Cooperating Investigator, "Measuring Student Knowledge and Skills", OECD's International Program for Student Assessment (PISA).

                        Israel Ministry of Education.

            PIs:  Zmira Mevarech & Bracha Kramarsky, Bar-Ilan University

 

 

Graduate Advising

PhD

Susie Russak, Ph.D. A cross-linguistic study of reading disability in native Hebrew speaking adults learning English as a foreign language. Bar-Ilan University, 2008.

 

Haitham Taha, Ph.D. The contribution of phonological versus morphological intervention to reading and spelling in Arabic: A developmental perspective. Bar-Ilan University. 2009.

 

Nadya Kogan., Ph.D. Phonological and morphological awareness in the two languages of Hebrew-Russian bilingual children. Bar-Ilan University. 2011.

 

Ayman Jayusi, Ph.D. A study of the linguistic underpinnings of reading development in Arabic-Hebrew-English trilingual children. Bar-Ilan University. 2013.

 

Areej Elouti, PhD. The acquisition of morphological awareness and spelling in English (FL) and Arabic (L1) by normally developing and poor readers. Bar-Ilan University. 2014.

 

Horriya Bader, PhD. Relationship between inter-sensory synchronization and math and reading skills in Arabic speaking elementary school children. Bar-Ilan University. Dissertation Submitted (Co-adviser, Zmira Mevarech)

 

Tamar Shmerler, Ph.D. The contribution of syntactic awareness to reading among Hebrew speaking students learning English as a foreign language. Bar-Ilan University. Dissertation underway.

 

Abeer Kasem, PhD. Diglossia and the development of phonological awareness, morphological awareness and reading in Arabic: A developmental study of middle childhood across adolescence. Dissertation underway.

 

Ola Dakwar-Ghawi, PhD. Phonological representations and novel word learning in Arabic SLI. Dissertation underway.

 

Hala Hanna-Irsheid, PhD. The effect of phonological representations in Arabic L1 on phonological representations and word learning in English (FL) by normal and reading disabled school children. Dissertation underway.

 

Suha Shibl, PhD.  Diglossia and narrative text construction ability in SpA and StA in young children: Effect of linguistic distance and age/grade. Dissertation underway.

 

Fadi Kenan, PhD. Narrative and language development in Arabic: A developmental study. Tel-Aviv University (Co-advisor: Dorit Ravid). Dissertation underway.

 

Mona Saba, PhD. A study of reading fluency in EFL. Bar-Ilan University. Proposal submitted.

 

Naila Abu-Shakra, PhD. Development of syntactic abilities in Arabic SLI and typically developing children. Bar-Ilan University. Proposal underway (Co-advisor, Sharon Armon-Lotem).

 

Ibrahim Hamad, PhD. Distribution and variations in nominal and verbal morphological pattern in Palestinian Arabic. Proposal underway (Co-advisor, Lior Laks).

 

Faten Asadi, PhD. Development of morphological skills in Arabic speaking school children. Proposal Underway. (Co-adviser, Lior Laks).

 

MA

Areen Hadieh, MA. Morphological development in normal and language delayed

children: The case of Arabic noun plurals. Tel-Aviv University, 2006 (Co-advisor, Dorit Ravid).

 

Nava Arnon, MA. Processing Novel Phonological Units: the case of Normal and
Reading Disabled Hebrew L1 - English FL Children
.
Bar-Ilan University, 2006.

 

Areej Elouti, MA equivalency paper. Novelty and EFL Arabic native learners' phoneme awareness, spelling recognition and reading. Bar-Ilan University, 2008.

 

Yasmin Ghanem-Ali, MA. A corpus linguistic study of the lexicon of 5-year-old Arabic native speaking children: The phonological distance between MSA and SAV. Bar-Ilan University. 2009.

 

Liora Chai, MA. The acquisition of foundation literacy in Hebrew in grades 1-4. Bar-Ilan University. 2010.

 

Sara Simani, MA. The psycholinguistic representation of the English syllable among Hebrew native speaking children. Bar-Ilan University. 2011.

 

Karin Shmila, MA. A study of the grain-size of the decoding units in reading in English as a foreign language by Hebrew-native speaking children. Bar-Ilan University. 2011.

 

Lina Haj, MA. The effect of diglossia on phonological representations in Arabic. Tel-Aviv University. 2013 (Co-advisor, Dorit Ravid).

 

Suma Samara, MA. The acquisition of foundation literacy in Arabic in grades 1-4. Bar-Ilan University. 2015.

 

Ariella Iverson. MA. Phonological awareness in the two languages of English-Hebrew bilingual children: The role of language ability and executive functions. Bar-Ilan University. Thesis submitted.

 

Doaa Zoaby, MA. The acquisition of Arabic verb morphology among children with SLI. Tel-Aviv University. Thesis underway (Co-advisor, Dorit Ravid).

 

Maram Amara, MA. Arabic word repetition for nouns versus verbs in SLI and typically developing children. Bar-Ilan University. Proposal underway (Co-advisor, Sharon Armon-Lotem).

 

Hala Abdelhai, MA. Early acquisition of Palestinian Arabic noun pluralization in SLI and typically developing children. Bar-Ilan University. Proposal underway (Co-advisor, Sharon Armon-Lotem).

 

Rawya Taha: MA. Acquisition of Arabic noun and verb morphology in SLI and typically developing children. Bar-Ilan University. Proposal underway. (Co-advisor, Sharon Armon-Lotem).

 

Amna Halabi: MA. Memory constraints on sentence repetition in SLI and typically developing children. Bar-Ilan University. Proposal underway. (Co-advisor, Sharon Armon-Lotem).

 


Teaching

Assessing Reading

Atypical Reading Development

Bilingual Reading Development

Dyslexia

Introduction to Linguistics

Introduction to Applied Linguistics

Initial Reading Acquisition

Language Testing

Linguistics of Literacy

Metalinguistic Development

Reading: Theory and Practice

Psycholinguistics

Reading Difficulties

Reading in a Second Language

Spelling Acquisition

           

  Professional and Public Service

Committees

2016-present   Member of an evaluation professional committee. Council for Higher Education (Malag). Israel.

2015-present   Member, Scientific Advisory Panel, Dyslexia International NGO in consultative partnership with UNESCO.

2015-present   Member, UNESCO UNITWIN CHAIR Inclusive Literacy Learning for All The United Nations Educational, Scientific and Cultural Organization, University of Jyväskylä. Finland.

2014-present   Head and member, Arabic language Mizav test for the second grade. RAMA: The National Authority for Measurement and Evaluation. The Israel Ministry of Education.

2014-2015       Member of an evaluation professional committee. Council for Higher Education (Malag). Israel.

2012-present   Member, Steering committee, Adaptation of Woodcock-Johnson III battery of cognitive ability tests into Hebrew and Arabic. RAMA: The National Authority for Measurement and Evaluation. The Israel Ministry of Education.

2010-2012       Head and member, Steering committee, Arabic middle-school (7th grade) diagnostic test of reading and writing (Amit). RAMA: The National Authority for Measurement and Evaluation. The Israel Ministry of Education.

2010-2013       Head and member, Steering committee, Diagnostic Test of Basic Literacy Skills in English as Foreign Language (ABLE). RAMA: The National Authority for Measurement and Evaluation. The Israel Ministry of Education.

2009-present   Member, Steering committee, 2011 PIRLS test. RAMA: The National Authority for Measurement and Evaluation. The Israel Ministry of Education.

2009-present   Head and member, the 2nd grade Arabic Mizav test. RAMA: The National Authority for Measurement and Evaluation. The Israel Ministry of Education.

2008-present   Vice president and member, Israel Arabic Language Academy.

2008-present   Member, PIRLS 2011 Reading Development Group (RDG): International Expert committee. TIMMS and PIRLS International Study Center. Boston College, MA, USA.

2008-present   Scientific Consultant, New-curriculum-based Arabic reading instruction series (1st-4th grades) Arabic is our language. MaTaH: The Centre for Educational Technology (CET).

2007-present   Head and member, Steering committee, Diagnostic Arabic reading and writing inventory for first-graders. RAMA: The National Authority for Measurement and Evaluation. The Israel Ministry of Education.

2007-present   Member, Professional advisory committee, Project for International Student Assessment (PISA). RAMA: The National Authority for Measurement and Evaluation, Israel Ministry of Education.

2006-present   Member, Professional Advisory Committee on Language and Literacy for the Initiative for Applied Research in Education. The Israel Academy of Sciences and Humanities; Israel Ministry of Education; Yad Hanadiv.

2007-2008       Academic Director, Project to Enhance Research and Development Capacity in the Domain of Teaching Arabic as a Native Language in Israel. The Initiative for Applied Research in Education, The Israel Academy of Sciences and Humanities; Yad Hanadiv, and the Israel Ministry of Education.

2005-2008       Scientific Consultant, Enhancing mother tongue literacy in Arabic, MaTaH: The Centre for Educational Technology (CET), Yad Hanadiv, Israel.

2004-2007              Member, Committee for the development of a new Arabic Language Curriculum for the Elementary Grades (Kindergarten-6th grade). Israel Ministry of Education.

2004-2008       Head and member, Committee for the development of a new Arabic Preschool Education Curriculum. Israel Ministry of Education.

2004-2006       Member, Steering Committee, PISA-oriented Reading Materials in Arabic. The Israel Ministry of Education.

 

Educational Material Development: Academic Counseling and Supervision

 

ABLE: Assessment of Basic Literacy in English: A diagnostic battery of early literacy skills in English as a foreign language. RAMA: The National Authority for Measurement and Evaluation. The Israel Ministry of Education. 2013.

A diagnostic battery of early reading and writing skills in Arabic. RAMA: The National Authority for Measurement and Evaluation. The Israel Ministry of Education. Israel, 2009.

 

Arabic is our language, First-grade Arabic reading primer. Matah, Centre for Educational Technology. Israel. 2009.

 

Arabic is our language, Second-grade Arabic reading primer. Matah, Centre for Educational Technology. Israel. 2010.

 

Arabic is our language, Third-grade Arabic reading primer. Matah, Centre for Educational Technology. Israel 2011.

 

Arabic is our language, Fourth-grade Arabic reading primer. Matah, Centre for Educational Technology. Israel 2012.

 

Arabic is our language, Fifth-grade Arabic reading primer. Matah, Centre for Educational Technology. Israel 2013.

 

Arabic is our language, Sixth-grade Arabic reading primer. Matah, Centre for Educational Technology. Israel. 2014.

 

Arabic is our language, seventh-grade Arabic language and reading textbook. Matah, Centre for Educational Technology. Israel. 2016.

 

Arabic is our language, eighth-grade Arabic language and reading textbook. Matah, Centre for Educational Technology. Israel. Underway.

 

Words and their meanings, The First Arabic Picture Dictionary for Children. Matah, Centre for Educational Technology. Israel. 2009.

 

A collection of preschool language and literacy games in Arabic. Matah, Centre for Educational Technology. Israel. 2009.

 

 

 

Reviewer/Consultant

Journals

Applied Linguistics

Applied Psycholinguistics

Asia TEFL

Behavioral Neurology

Cognitive Linguistics

Cognitive Development

Dapim (in Hebrew)

Developmental Psychology

Dyslexia

Early Childhood Research Quarterly

International Journal of Bilingual Education and Bilingualism

Journal of Child Language

Journal of Research in Reading

Journal of Educational Research Online

Language awareness

Language Learning

Learning and Individual Differences

Learning Disabilities

Literacy & Language- SCRIPT (in Hebrew)

Megamot (in Hebrew)

Modern Language Journal

Quarterly Journal of Experimental Psychology

Reading Psychology

Reading and Writing: An Interdisciplinary Journal

Reading Research Quarterly

Scientific Studies of Reading

Writing Systems Research

Written Language and Literacy

 

                                   

Foundations and Institutions

Centre for Educational Technology (CET- MaTaH)

German-Israeli Foundation for Scientific Research and Development (GIF)

Haifa University

Israel Science Foundation (ISF)

Israel Council of Higher Education (Malag)

Mofet Insitute

National Authority for Testing and Evaluation (RAMA)

Rothschild Foundation (Yad Hanadiv)

RTI International

The National Institute for Psychobiology in Israel

UNESCO: Dyslexia International Sharing Expertise

Department of Behavioral Sciences and Philosophy, University of Turku, Finland

 

Conference Organizer/Chair

 

Between the spoken and the written languages in a diglossic context: Implications for literacy acquisition in Arabic. The Initiative for Applied Research in Education (Israel Science Foundation, Yad Hanadiv, Israel Ministry of Education). Van Leer Institute, Jerusalem. February, 2007.

           

Reading Difficulties: A cross linguistic perspective (Brain and Language workshop)

Bar-Ilan University, May, 2005.

 

Reading in EFL: The impact of L1. The Arab Academic College of Education. Haifa, May, 2012.

 

השפה הערבית: רכישה, למידה והוראה אפריל . 2016 המחלקה לבלשנות וספרות אנגלית והמחלקה לערבית, אוניברסיטת בר-אילן.

 

Conference Organizing Committee Member

Between General Literacy and Disciplinary Literacy. The Language and Literacy Committee of The Initiative for Research in Education, The Israel Academy of Science. Jerusalem, June, 2011.

 

Arabic Language and Brain Research: Implications for Arabic Language Education. The Language and Literacy Committee of The Initiative for Research in Education, The Israel Academy of Science. Jerusalem, July 2011.

 

University Service

2015-present   Chair, English Linguistics and Literature Department, Bar-Ilan University.

2011-2015       Coordinator, Graduate Linguistics Program, English Department, Bar-Ilan University

2006-2010       Rector's Academic Advisor on Arab student affairs, Bar-Ilan University.

2014-2015       Member of Teaching Committee, Bar-Ilan University.

2011-2013       Member of Student Scholarship and Prize Committee, Bar-Ilan University.

 

Editorial Board Member

Journal of Asia TEFL, The official journal of the Asian Association of Teachers of English as a Foreign Language.

 

Reading and Writing: An Interdisciplinary Journal.

 

Scientific Studies of Reading, The official Journal of the Society for the Scientifics Study of Reading.

 

 

 

Publications

 

Edited Book

Saiegh-Haddad, E. & Joshi, M. (Eds.). Handbook of Arabic Literacy: Insights and Perspectives. Dordrecht, The Netherlands: Springer. 2014. Book edited with a 6-page introduction.

Guest Editor

Saiegh-Haddad, E. & Geva, E. (2010). Acquiring reading in two languages: Linguistic and orthographic factors. Reading and Writing: An Interdisciplinary Journal, Volume 23, Numbers 3-4.Special issue edited with a 5-page introduction.

Journal articles

  1. Saiegh-Haddad, E. (2003a). Linguistic distance and initial reading Acquisition: The case of Arabic diglossia. Applied Psycholinguistics, 24, 431-451.
  2. Saiegh-Haddad, E. (2003b). Bilingual Oral Reading Fluency and Reading Comprehension: The case of Arabic/Hebrew (L1) - English (FL) Readers. Reading and Writing: An Interdisciplinary Journal, 16, 717-736.
  3. 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.
  4. Saiegh-Haddad, E. (2005). Correlates of reading fluency in Arabic: Diglossic and orthographic factors. Reading and Writing: An Interdisciplinary Journal: An Interdisciplinary Journal, 18, 559-582.
  5. Saiegh-Haddad, E. (2007a). Linguistic constraints on children's ability to isolate phonemes in Arabic. Applied Psycholinguistics, 28, 605-625.
  6. Saiegh-Haddad, E. (2007b). Epilinguistic and metalinguistic phonological awareness may be subject to different constraints: Evidence from Hebrew. First Language, 27, 385-405.
  7. Saiegh-Haddad, E. (2008). On the challenges that diglossia poses to the acquisition of basic literacy skills in Arabic. Literacy and Language, 1, 105-126 (in Hebrew).
  8. Saiegh-Haddad, E. & Geva, E. (2008). Morphological awareness, phonological awareness, and reading in English-Arabic bilingual children. Reading and Writing: An Interdisciplinary Journal, 21, 481-504.
  9. Levin, I., Saiegh-Haddad, E., Hende, N., & Ziv, M. (2008). Early literacy in Arabic: An intervention with Israeli Palestinian kindergarteners. Applied Psycholinguistics, 29, 413-436.
  10. Armon-Lotem, S., Adam, G., Saiegh-Haddad, E., Blass, A., Harel, E., Litt, R., & Walters, J. (2009). Verb inflections as indicators of specific language disorder among bilinguals. Language and Brain, 8, 1-20. (in Hebrew).
  11. Saiegh-Haddad, E., Kogan, N., & Walters, J. (2010). Universal and language-specific constraints on phonemic awareness: Evidence from Russian-Hebrew bilingual children. Reading and Writing: An Interdisciplinary Journal, 23, 359-384.
  12. Saiegh-Haddad, E. & Geva, E. (2010). Acquiring reading in two languages: An introduction to the special issue. Reading and Writing: An Interdisciplinary Journal, 23, 263-267.
  13. Saiegh-Haddad, E., Levin, I., Hende, N., & Ziv, M. (2011). The Linguistic Affiliation Constraint and phoneme recognition in diglossic Arabic. Journal of Child Language, 38, 297-315.
  14. Russak, S. & Saiegh-Haddad, E. (2011). Phonological awareness in Hebrew (L1) and English (L2) in normal and disabled readers. Reading & Writing: An Interdisciplinary Journal. 24, 427-440.
  15. Saiegh-Haddad, E., Hadieh, A & Ravid, D. (2012). Acquiring noun plurals in Arabic: Morphology, familiarity and pattern frequency. Language Learning, 62, 1079-1109..
  16. Aram, D., Korat, O., Saiegh-Haddad, E., Hassunha Arafat, S., Khoury, R., Hija, J. (2013). Early literacy among Arabic speaking kindergartners: The role of socioeconomic status, home literacy environment and maternal mediation of writing. Cognitive Development, 28, 193– 208.
  17. Saiegh-Haddad, E. (2013). A tale of one letter: Morphological processing in early Arabic spelling. Writing Systems Research, 5, 169-188.
  18. 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, 20, 311-324.
  19. Taha, H. & Saiegh-Haddad, E. (2016a). The role of phonological versus morphological skills in the development of Arabic spelling: An intervention study. Journal of Psycholinguistic Research, 45, 507-535
  20. Taha, H. & Saiegh-Haddad, E. (2016b). Morphology and spelling in Arabic: Development and interface. Journal of Psycholinguistic research. Online copy available.
  21. Saiegh-Haddad, E. (in press). MAWRID: A Model of Arabic Word Reading In Development: Vowelization, morphology and diglossia. Journal of Learning Disabilities. Special Issue, Models of reading in different orthographies (guest editor, Malt Joshi).
  22. Hassunah, S.A., Aram, D., Korat, O. & Saiegh-Haddad, E. (in press). Continuity in literacy development from kindergarten to first grade: A Longitudinal study of Arabic speaking children. Reading & Writing: An Interdisciplinary Journal.
  23. Schiff, R. & Saiegh-Haddad, E. (in press). When diglossia meets dyslexia: The impact of diglossia on reading among Arabic native speaking dyslexic children. Arabic. Reading & Writing: An Interdisciplinary Journal. In press.
  24. Saiegh-Haddad, E. & Taha, H. (forthcoming). Morphological Awareness and Spelling in Arabic in Normal and Disabled Readers: Comparisons with Phonological Awareness and with Word Reading. Dyslexia: An International Journal of Research and Practice. Special issue on the role of morphological awareness in spelling in different languages, Guest editors: Rachel Schiff and Malt Joshi. Under revision.
  25. Russak, S. & Saiegh-Haddad, E. (forthcoming). What do phonological segmentation errors tell us about phonological representations? Second Language Research. Under revision.

Book chapters

  1. Saiegh, E. (1994). Talking to machines in Arabic. In Y. Suleiman (Ed.), Arabic Sociolinguistics: Issues and perspectives. (pp. 127-153). Curzon Press Ltd., England.
  2. Saiegh-Haddad, E. (2011). The effect of exposure to Standard Arabic and linguistic distance from Spoken Arabic on lexical processing in Standard Arabic. In Aram, D. & O. Korat, (Eds.), Literacy and Language: Interaction, Bilingualism, and Difficulties (pp. 321-336). Magnes Press (in Hebrew).
  3. Saiegh-Haddad, E. (2011). Phonological processing in diglossic Arabic: The role of linguistic distance. In Broselow, E. & H. Ouli (Ed.), Perspectives on Arabic Linguistics XXII (pp. 269-280). John Benjamins Publishers
  4. Saiegh-Haddad, E. (2012). Literacy reflexes of Arabic diglossia. In M. Leikin, M. Schwartz, & Tobin, Y. (Eds.), Current Issues in Bilingualism: Cognitive and Sociolinguistic Perspectives (pp. 43-55). Springer: Dordrecht.
  5. 30. Armon-Lotem, S., Adam, G., Blass, A., Fine, J., Harel, E., Saiegh-Haddad, E. & Walters, J. (2012). Verb inflections as indicators of Bilingual SLI: qualitative vs. quantitative measurements. In M. Leikin, M. Schwartz & Tobin, Y. (Eds.), Current Issues in Bilingualism: Cognitive and Sociolinguistic Perspectives (pp. 179-200). Springer. Dordrecht.
  6. 31.Korat, O., Aram, D., Hassunha Arafat, S., Hag-Yehiya Iraki, H, & Saiegh-Haddad, E. (2014). Mother-child literacy activities and early literacy in the Israeli Arab family. In Saiegh-Haddad, E. & Joshi, M. (Eds.) Handbook of Arabic Literacy: Insights and perspectives (pp. 323-347). Springer: Dordrecht.
  7. Saiegh-Haddad, E. & Henkin-Roitfarb, R. (2014). The structure of Arabic language and orthography. In Saiegh-Haddad, E. & Joshi, M. (Eds.) Handbook of Arabic  Literacy: Insights and perspectives (pp. 3-28). Springer: Dordrecht.
  8. Saiegh-Haddad, E. & Spolsky, B. (2014). Acquiring literacy in a diglossic context: Problems and prospects. In Saiegh-Haddad, E. & Joshi, M. (Eds.) Handbook of Arabic Literacy: Insights and perspectives (pp. 225-240). Springer: Dordrecht.
  9. Saiegh-Haddad, E. & Jayusy, A. (2016).  Metalinguistic awareness in reading a second language. In R. A. Berman (ed.), Acquisition and Development of Hebrew:  From Infancy to Adolescence.  Trends in Language Acquisition Research (TiLAR) 19 (pp. 353-385).  Amsterdam: John Benjamins.
  10. Saiegh-Haddad, E. (in press). Learning to read in Arabic. To appear in L. Verhoeven & C. Perfetti & (Eds.), Reading acquisition across languages and writing systems: An international handbook. Cambridge University Press.
  11. Saiegh-Haddad, E. & Everatt, J. (in press). Literacy Education in Arabic. In N.Kucirkova, C. Snow, V. Grover and C. McBride-Chang (Eds.). The Routledge International Handbook of Early Literacy Education. Taylor & Francis Routledge: USA.
  12. Saiegh-Haddad, E. (in press). The impact of diglossia on phonological processing and reading development in Arabic. To appear in A. Chekayri (Ed.), Reading in Arabic: Acquisition and Instruction. Morocco (In Arabic).

 

Courses

Inroduction to Linguistics

Applied Linguistics

Psycholinguistics

Reading acquisition

Spelling acquisition

Linguistics of Literacy

Reading development in challenging conditions

Reading difficulties