Learning to Read a Semitic Abjad: The Triplex Model of Hebrew Reading Development

Autor/inn/en	Share, David L.; Bar-On, Amalia
Titel	Learning to Read a Semitic Abjad: The Triplex Model of Hebrew Reading Development
Quelle	In: Journal of Learning Disabilities, 51 (2018) 5, S.444-453 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219417718198
Schlagwörter	Semitic Languages; Written Language; Phonology; Vowels; Morphemes; Spelling; Translation; Phoneme Grapheme Correspondence; Elementary School Students; Reading Processes; Diachronic Linguistics; Ambiguity (Semantics); Decoding (Reading); Morphology (Languages) + Suchen Sie Ihr Suchwort? Arabisch; Hebräisch; Geschriebene Sprache; Fonologie; Morphem; Schreibweise; Leseprozess; Linguistics; Diachronische Sprachbetrachtung; Historische Linguistik; Dekodierung; Morphology; Morphologie
Abstract	We introduce a model of Hebrew reading development that emphasizes both the universal and script-specific aspects of learning to read a Semitic abjad. At the universal level, the study of Hebrew reading acquisition offers valuable insights into the fundamental dilemmas of all writing systems--balancing the competing needs of the novice versus the expert reader (Share, 2008). At the script-specific level, pointed Hebrew initially employs supplementary vowel signs, providing the beginning reader a consistent, phonologically well-specified script while helping the expert-to-be unitize words and morphemes via (consonantal) spelling constancy. A major challenge for the developing Hebrew reader is negotiating the transition from pointed to unpointed Hebrew, with its abundance of homographs. Our triplex model emphasizes three phases of early Hebrew reading development: a progression from lower-order, phonological (sublexical) sequential spelling-to-sound translation (Phase 1, Grade 1) to higher-order, string-level (lexical) lexico-morpho-orthographic processing (Phase 2, Grade 2) followed, in the upper elementary grades, by a supralexical contextual level (Phase 3) essential for dealing with the pervasive homography of unpointed Hebrew. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01