Handbook of Arabic Literacy

Chapter 1 The Structure of Arabic Language and Orthography

Chapter 2 Is the Arabic Mental Lexicon Morpheme-Based or Stem-Based? Implications for Spoken and Written Word Recognition

Chapter 3 Word Recognition in Arabic: Approaching a Language-Specific Reading Model

Chapter 4 Why is it Hard to Read Arabic?

Chapter 5 An Epidemiological Survey of Specific Reading and Spelling Disabilities in Arabic Speaking Children in Egypt

Chapter 6 Types of Developmental Dyslexia in Arabic

Chapter 7 Narrative Development In Arabic: Story Re-Telling

Chapter 8 Cognitive Predictors of Early Reading Ability in Arabic: A Longitudinal Study from Kindergarten to Grade 2

Chapter 10 Acquiring Literacy in a Diglossic Context: Problems and Prospects

Chapter 11 A New Look at Diglossia: Modality-Driven Distinctions between Spoken and Written Narratives in Jordanian Arabic

Chapter 12 Literacy Acquisition and Diglossia: Textbooks in Israeli Arabic-speaking Schools

Chapter 13 The Development of ADAT (Arabic Diglossic Knowledge and Awareness Test): A theoretical and clinical overview

Chapter 14 The Development of Young Children’s Arabic Language and Literacy in the United Arab Emirates

Chapter 15 Mother-Child Literacy Activities and Early Literacy in the Israeli Arab Family

Chapter 16 Environmental Contributions to Language and Literacy Outcomes in Bilingual English-Arabic Children in the U.S.

Chapter 17 The Development of Grapho-Phonemic Representations among Native Hebrew Speakers Learning Arabic as a Foreign Language

Chapter 18 Braille Reading in Blind and Sighted Individuals: Educational Considerations and Experimental Evidence