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Levin, I., Ravid, D., & Rappaport, S. (1999). Developing morphological awareness and learning to write: A two-way street, In T. Nunes (Ed.), Learning to read: An integrated view from research and practice (pp. 77-104). Dordrecht: Kluwer Academic Publishers. doi:10.1007/978-94-011-4826-9_5

has been cited by the following article:

• TITLE: The Role of Phonology and Morphology in the Development of Basic Reading Skills of Dyslexic and Normal Native Arabic Readers

  AUTHORS: Salim Abu-Rabia, Nariman Abu-Rahmoun

  KEYWORDS: Dyslexia in Arabic; Morphology; Phonology (Short Vowels); Dyslexia in Semitic Orthographies

  JOURNAL NAME: Creative Education, Vol.3 No.7, November 28, 2012

  ABSTRACT: This study is an investigation of the role of some basic reading skills of dyslexic (n = 27) and normal readers of Arabic: A reading-age-matched group (n = 29) and a chronological age-matched group (n = 31). The children were tested on reading and cognitive measures, all of which had vowelized and unvowelized versions: phonological, orthographic, reading, spelling, syntax, and working memory skills. The results of the MANOVA revealed significant differences between the dyslexic readers and the two control groups on most measures. Moreover, main effects of vowels and roots were found. In other words, subjects were much better at the vowelized than the unvowelized tests and used morphology to assist their reading accuracy. However, the Stepwise Regression analysis revealed that syntax, reading measures (isolated words, real roots and false roots), morphology and spelling were the most powerful predictors of reading accuracy among dyslexic and normal readers.