פרופ' Elinor Saiegh-Haddad

 

Academic and Professional Positions

2020-present  Full Professor  Department of English Literature and Linguistics, Israel

2011-2020   Associate Professor, Department of English Literature and Linguistics, Israel

2015-2018       Chair, Department of English Literature and Linguistics, Israel

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

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

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

1994-present   Professor, 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 (7^th 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 2^nd 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-6^th 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)