Prof. Elinor Saiegh-Haddad

Prof.
Prof. Elinor Saiegh-Haddad
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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

Developmental language and reading disorders

 

 

CV

 

Academic and Professional Positions

2011-present   Associate Professor, Department of English Literature and Linguistics, Israel

2015-2018       Chair, Department of English Literature and Linguistics

2010-2011       Senior Lecturer, Department of English Literature and Linguistics, Bar- Ilan University, Israel

2003-2010       Lecturer, Department of English Literature and Linguistics, Bar- Ilan University, Israel

2001-2002       Visiting Professor, OISE, University of Toronto, Canada.

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

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

 

Education

  1. 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

  1. MAOF Young Scholar Fellowship- Experimental ($29,000)

Bar-Ilan University, Israel

      Diglossia and the Acquisition of Basic Language and Literacy Skills in Arabic

 

2001-2002Rothschild 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

 

2018-2022       Principal Investigator, “The profile of Arabic speaking kindergarteners with specific language impairment”. Israel Science Foundation. NIS 800,000

CI: Sharon Armon-Lotem, Bar-Ilan University.

 

2018-2021       Principal Investigator, “Literacy Intervention with Arabic speaking kindergarteners in Israel”.

Ministry of Education Chief Scientist.  NIS  997,545

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

 

2018-2020       Principal Investigator, "Impact of Diglossia on SLI in Arabic".

Arabic Language Academy. NIS 67,400.

 

 

2017-2018       International Workshop: "Multilingualism, Multi-dialectalism and Language development". Arabic Language Academy. NIS 25,000

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

 

2017-2018       International Workshop: "Multilingualism, Multi-dialectalism and Language development". Israel Science Foundation (ISF), NIS 70,000

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

 

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

                        BIU Vice President for 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

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). NIS 270,000

                        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. NIS 118,000

 

2005-2006Cooperating 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

Postdocs

Abeer Asli-Badarneh 2019

 

Ola Ghawi-Dakwar 2019

 

Duaa Abu Elhija Mahajna 2019

 

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. 2017.

 

Tamar Shmerler, Ph.D. The contribution of syntactic awareness to reading among Hebrew speaking students learning English as a foreign language. Bar-Ilan University. 2017.

 

Abeer Kasem, PhD. Diglossia and the development of phonological awareness, morphological awareness and reading in Arabic: A developmental study of middle childhood across adolescence. Bar-Ilan University 2018.

 

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

Bar-Ilan University 2018.

 

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.

Bar-Ilan University 2018.

 

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. Dissertation underway.

 

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).

 

Lina Haj, PhD. Predictors of reading in Arabic: An intervention study. Proposal underway.

 

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. 2017.

 

Yasmin Khatib: MA. The role of different types of diacritics in reading Arabic words. Bar-Ilan University. 2019.

 

Maram Amara, MA. Arabic word repetition for nouns versus verbs in SLI and typically developing children. Bar-Ilan University. 2019 (Co-advisor, Sharon Armon-Lotem).

 

Rula Faour, MA. The Effect of Diglossia on the Comprehension and Production of Syntactic Structures among Typically Developing Children (TLD) and Children with Developmental Language Disorder (DLD). Bar-Ilan University. 2019 (Co-advisor, Sharon Armon-Lotem).

 

Hala Abdelhai, MA. Early acquisition of Palestinian Arabic noun pluralization in SLI and typically developing children. Bar-Ilan University. Thesis underway.

 

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

 

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

 

Mary Irsheid, MA. The role pf phonological representations in phonological awareness in DLD children. Thesis underway.

 

 


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

 

2017-present   member, Membership Committee, Society for the Scientific Study of Reading (SSSR).

2017-present   Academic consultant and member, Professional advisory committee, Office of the Chief Scientist, Ministry of Education, Israel. A New Multilingual Educational Policy in Israel, Prof. Elana Shohamy & Dr. Michal Tannenbaum, Tel Aviv University

 

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.

 

2014-2017       Head and member, Arabic language Mizav test for the second grade. RAMA: The National Authority for Measurement and Evaluation. The Israel Ministry of Education.

 

2012-2017       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.

 

2014-2015       Member, Program evaluation committee. Council for Higher Education (Malag). Israel.

 

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.

 

2009-2015       Member, Steering committee, 2011 PIRLS test. RAMA: The National Authority for Measurement and Evaluation. The Israel Ministry of Education.

 

2009-2017       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.

 

2008-2015       Member, PIRLS 2011 Reading Development Group (RDG): International Expert committee. TIMMS and PIRLS International Study Center. Boston College, MA, USA.

 

2007-2009       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.

 

2007-2010       Member, Professional advisory committee, Project for International Student Assessment (PISA). RAMA: The National Authority for Measurement and Evaluation, Israel Ministry of Education.

 

2006-2010       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

 

A revised diagnostic battery of early reading and writing skills in Arabic. RAMA: The

National Authority for Measurement and Evaluation. The Israel Ministry of Education. Israel, 2017.

 

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.

 

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.

 

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. 2017.

 

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

 

 

Reviewer/Consultant

Journals

Applied Linguistics

Applied Psycholinguistics

Asia TEFL

Behavioral Neurology

Cognitive Linguistics

Cognitive Development

Culture & Education

Dapim (in Hebrew)

Developmental Psychology

Dyslexia

Early Childhood Research Quarterly

International Journal of Bilingualism

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)

Fulbright Visiting Scholar program

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 Organizing

 

Language and literacy development in multilingual and multidialectal contexts. ISF international workshop, Bar-Ilan University. March 12-14, 2018.

 

Scientific and Societal Contributions of Research in Multilingual and Multicultural Communities. Bar-Ilan University, June 4-6, 2018.

 

שפה דוט קום: הפקולטה למדעי הרוח. אוניברסיטת בר-אילן. מאי 2017 .

 

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

 

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

 

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.

 

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.

 

 

University Service

 

2018-present   Adviser for the University’s Head of the Office for Future Programs.

2015-present   Member, Rector's advising panel on Arab student affairs, Bar-Ilan University.

2015-2018       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

Applied Psycholinguistics

 

Reading and Writing: An Interdisciplinary Journal.

 

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

 

Reading Research Quarterly RRQ (designated reviewer)

 

Journal of Asia TEFL, The official journal of the Asian Association of Teachers of English as a Foreign Language (until 2015)

 

Professional Organizations Memberships

2018-present   ARWA Association of Reading and Writing in Asia

2000-present   International Reading Association (IRA); Reading Today.

2000-present   Society for the Scientific Study of Reading (SSSR)

2002-present   Literacy and Language (SCRIPT)

2008-present   Arabic Linguistics Society (ALS)

2009-present   International Dyslexia Association (IDA)

Publications

Edited Books

 

Saiegh-Haddad, Laks, L. & McBride, C. (in preparation). Literacy Development in

Diglossia and Dialectal contexts. Psycholinguistics, Educational and Social-Cultural Perspectives. Dordrecht, The Netherlands: Springer. To appear in 2020.

 

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. (1996). "At the test, man is either praised or disgraced": What

            is the credibility of this saying in the context of language tests? MAWAQEF, 13, pp.

            72-78. (in Arabic).

 

  1. Saiegh-Haddad, E. (1997). Language tests: Should they prove or improve? DARNA: The Official Journal of the Arab Academic College of Education in Israel, 26, pp.159-166. (in Arabic).

 

  1. Saiegh-Haddad, E. (2003a). Linguistic distance and initial reading Acquisition: The case of Arabic diglossia. Applied Psycholinguistics, 24, 431-451.

 

  1. 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.

 

  1. 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.

 

  1. 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.

 

  1. Saiegh-Haddad, E. (2007a). Linguistic constraints on children's ability to isolate

            phonemes in Arabic. Applied Psycholinguistics, 28, 605-625.

 

  1. Saiegh-Haddad, E. (2007b). Epilinguistic and metalinguistic phonological awareness may be subject to different constraints: Evidence from Hebrew. First Language, 27, 385-405.

 

  1. 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).

 

  1. 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.

 

  1. 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.

 

  1. 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).

 

  1. 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.

 

  1. 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.

 

  1. 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.

 

  1. 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.

 

  1. Saiegh-Haddad, E., Hadieh, A & Ravid, D. (2012). Acquiring noun plurals in Arabic: Morphology, familiarity and pattern frequency. Language Learning, 62, 1079-1109.

 

  1. 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.

 

  1. Saiegh-Haddad, E. (2013). A tale of one letter: Morphological processing in early Arabic spelling. Writing Systems Research, 5, 169-188.

 

  1. 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.

 

  1. Taha, H. & Saiegh-Haddad, E. (2016). The role of phonological versus

morphological skills in the development of Arabic spelling: An intervention

study. Journal of Psycholinguistic Research, 45, 507-535.

 

  1. Taha, H. & Saiegh-Haddad, E. (2017). Morphology and spelling in Arabic:

Development and interface. Journal of Psycholinguistic research. Journal of psycholinguistic research, 46:27–38.

 

  1. Schiff, R. & Saiegh-Haddad, E. (2017). When diglossia meets dyslexia: The impact of diglossia on reading among Arabic native speaking dyslexic children. Arabic. Reading & Writing: An Interdisciplinary Journal, 30, 1089-1113.

 

  1. Russak, S. & Saiegh-Haddad, E. (2017). What do phonological segmentation errors tell us about phonological representations? Second Language Research. 34, 1-14.

 

  1. Saiegh-Haddad, E. & Taha, T. (2017). The role of phonological and morphological awareness in the early development of word reading and spelling in typical and disabled Arabic readers. Dyslexia, 23: 345–371.

 

  1. Saiegh-Haddad, E. & Ghawi-Dakwar, O. (2017) Impact of Diglossia on Word and Non-word Repetition among Language Impaired and Typically Developing Arabic Native Speaking Children. Frontiers in Psychology, 8, 2010.

doi: 10.3389/fpsyg.2017.02010

 

  1. Hassunah-Arafat, S., Aram, D., Korat, O. & Saiegh-Haddad, E. (2017). Continuity in literacy development from kindergarten to first grade: A Longitudinal study of Arabic speaking children. Reading & Writing: An Interdisciplinary Journal, 30, 989-1007.

 

  1. Saiegh-Haddad, E. (2018). MAWRID: A Model of Arabic Word Reading In

Development. Journal of Learning Disabilities, 51, 454-462

 

  1. 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. https://doi.org/10.3389/fpsyg.2018.00356

 

  1. Saiegh-Haddad, E. & Haj, L. (2018). The impact of diglossia on phonological representation in Arabic speaking children. Journal of Child Language. 45, 1377–1399.

 

  1. Saiegh-Haddad, E. & Elouti, A. (2018). Inflectional and Derivational Morphological Awareness in Arabic- speaking High versus Low EFL Literacy Students. Manuscript submitted for publication. Written Language & Literacy, 21, 147-168.
  2. Saiegh-Haddad, E. (2019). What is Phonological Awareness in L2? Journal of Neurolinguistics, 50, 17-27.

 

  1. Laks, L., Hamad, I, & Saiegh-Haddad, E. (forthcoming). Verbal Patterns in Palestinian Arabic. The Mental Lexicon. In Press.

 

 

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.

 

  1. 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).

 

  1. 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

 

  1. 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.

 

  1. 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.

 

  1. 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.

 

  1. 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.

 

  1. 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.

 

  1. 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.

 

  1. Saiegh-Haddad, E. & Everatt, J. (2017). Literacy Education in Arabic. In N.

Kucirkova, C. Snow, V. Grover and C. McBride-Chang (Eds.). The Routledge International Handbook of Early Literacy Education (pp. 185-199).  Taylor & Francis Routledge: USA.

 

  1. Saiegh-Haddad, E. (2017). Learning to read in Arabic. In L. Verhoeven & C. Perfetti & (Eds.), Reading acquisition across languages and writing systems: An international handbook (pp. 127-154). Cambridge University Press.

 

  1. Saiegh-Haddad, E. (2018). Impact of diglossia on phonological processing and reading in Arabic. In A. Chekayri (Ed.) New approaches to the teaching of reading in Arabic. (pp. 88-111). Al Akhawayn University Press, Ifrane, Morocco [In Arabic]

 

 

صايغ-حداد. أ. (2018). تأثير ازدواجية اللغة أو” الديجلوسيا ”على اكتساب مهارات المعالجة الصوتيّة والقراءة باللغة العربيّة. المقاربات الجديدة في تدريس القراءة باللغة العربية. عبدالله الشكايري (محرر). نشر جامعة الاخوين. المغربز ص. 88-111.

 

  1. Saiegh-Haddad, E. & Ghawi-Dakwar, O. (2018). The impact of phonological and lexical distance on word and nonword repetition in Arabic TLD and DLD children. In Grohmann, Kleanthes K., Maria Kambanaros & Evelina Leivada (eds.), Developmental, Modal, and Pathological Variation—Linguistic and Cognitive Profiles for Speakers of Linguistically Proximal Languages and Varieties. Lausanne: Frontiers Media SA, Frontiers in Psychology and Frontiers in Communication, doi 10.3389/978-2-88945-638-3 [ISSN 1664-8714].  

 

  1. Schiff, R. & Saiegh-Haddad, E. (2019). Development and relationships between phonological awareness, morphological awareness and word reading in spoken and standard Arabic. In Duncan, L. G., Traficante, D., Wilson, M. A. (eds.). Word Morphology and Written Language Acquisition: Insights From Typical and Atypical Development in Different Orthographies. Lausanne: Frontiers Media. doi: 10.3389/978-2-88945-832-5.

 

  1. Saiegh-Haddad, E. (forthcoming) Impact of diglossia on developmental language disorder and developmental reading disability. To appear in Nasser, F. & Israelishvilly, M. (Eds.), Language Education in Israel. Mofet Press. In Press. [in Hebrew]

 

  1. Saiegh-Haddad, E. (forthcoming). Linguistic underpinnings of developmental reading disability in Arabic. To appear in Studies of Arabic Language Education in Israel التربية اللغوية في اسرائيل أبحاث في اسرائيل  . Arabic Language Academy publishing, Nazareth, Israel. In Press. [in Arabic].

 

  1. Saiegh-Haddad, E. (forthcoming). The impact of linguistic distance on dyslexia in dialect speakers: The case of Arabic diglossia. To appear in J., Washington, & Compton, D. & McCardle, P. (Eds.), Dyslexia: Revisiting etiology, diagnosis, and treatment. Brooks Publishing, Baltimore MD.

 

 

Articles submitted for publication:

 

  1. Vaknin V. & Saiegh-Haddad, E. (submitted). The Contribution of Morphological Awareness to Reading Comprehension in Arabic-speaking Second Graders. Manuscript submitted for publication. Reading & Writing.

 

  1. Saiegh-Haddad, E., Shahbari-Kassem, A. & Schiff, R. (submitted). Impact of phonological distance on phonological awareness in high versus low SES dialect speakers: Evidence from Arabic diglossia. Manuscript submitted for publication. Reading & Writing.

 

  1. Taha, H. & Saiegh-Haddad, E. (submitted). The orthographic contribution to phoneme awareness development among native Arab readers. Cognitive Processing.

 

 

Courses

Inroduction to Linguistics

Applied Linguistics

Psycholinguistics

Reading acquisition

Spelling acquisition

Linguistics of Literacy

Reading development in challenging conditions

Reading difficulties