Morphological processing during visual word recognition in Hebrew as a first and a second language

The present study examined whether sublexical morphological processing takes place during visual word-recognition in Hebrew, and whether morphological decomposition of written words depends on lexical activation of the complete word. Furthermore, it examined whether morphological processing is similar when reading Hebrew as a first language (L1) or as a second language (L2), and whether L1’s morphological background, Semitic or Indo-European, modulates morphological processing in L2 Hebrew (a Semitic language), among proficient readers. To reveal the sublexical processing of the Hebrew morphemes, the Root (R) and the Pattern (P), a lexical-decision task was conducted, in which all critical stimuli were non-word letter-strings manipulated to include or exclude real Hebrew morphemes. Different combinations of real (+) and pseudo (?) morphemes yielded four types of non-words (+R+P; +R?P; ?R+P, ?R?P). Three groups of proficient Hebrew readers were tested: L1 Hebrew, L1 English-L2 Hebrew, and L1 Arabic-L2 Hebrew. Results demonstrated significant differences in latency and accuracy of responses to the four morphological conditions, indicating that sublexical morphological processing occurs during visual word-recognition of morphologically structured letter-strings in Hebrew. Importantly, the activation of real Hebrew morphemes occurred in non-word stimuli, indicating that morphological processing in Hebrew is separable from lexical activation. Moreover, the same pattern of results was observed in all three L1 groups, indicating that proficient L2 readers exhibit morphological processing strategies that are tuned to the L2 morphology, regardless of their L1 background.     

Book reviews

Rotter, Ekkehart, Abendland und Saratenen: das okxidentale Araberbild und seine Entetehung im Frühmittelalter. Berlin and New York: Walter de Gruyter, 1986. (Studien zur Sprache, Geschichte und Kultur des Islamischen Orients, neue Folge, Band 11) 290+xiipp. 2 genealogical charts; Sketch map; sketch; DM 158.

Irwin, Robert. The Middle East in the Middle Ages: The Early Mamlük Sultanate 1250–1382. Carbondale and Edwardsville: Southern Illinois University Press, 1986. 180 pp.: US $26.95.

Kobbervig, Karl I. El Libro de las Suertes: tratado de adivinación por el Juego de azar. Estudio, edición y glosario. Madrid: Gredos, 1987 (Colección de Literatura Española Aljamiado‐Morisca, 7), 227pp., including a full‐page facsimiles from the MSS.

Cutler, Allan Harris and Cutler, Helen Elmquist. The Jaw as Ally of the Muslim: Medieval Roots of Anti‐Semitism. Notre Dame, Indiana: University of Notre Dame Press, 1986, x + 577 pp., Indices; bibliography; US $50.00

Parker, S. Thomas. Romans and Saracens: A History of the Arabian Frontier. (American Schools of Oriental Research 1986. Dissertation Series, 6) Winona Lake, Indiana: Eisenbrauns,1987. xiii + 247pp.: US $25.00.

De Montêquin, François‐Auguste (compilar). Muslim Architecture of the Ibrian Peninsula: Eastern and Wastern Sources for Hispano‐Islamic Building Arts. West Cornwall. Locust Hill Press, 1987, xv + 241 pp.; US $30.00.     

Phonological Awareness and Rapid Naming Skills of Children with Reading Disabilities and Children with Reading Disabilities Who Are At Risk for Mathematics Difficulties

Limited research has examined the skills of children with a reading disability (RD) and children with RD and a mathematics disability (MD). Even less research has examined the phonological awareness (PA) and rapid automatized naming (RAN) skills in these two groups of children and how these skills relate to reading and math achievement. Additionally, various classification criteria are frequently implemented to classify children with MD. The purpose of this study, therefore, was to examine the PA and RAN skills in children who met different criteria for RD only and children with RD who are at risk for mathematics difficulties (MDR). Participants were 114 second‐ or third‐grade students with RD from public elementary schools in three large metropolitan areas. Students were classified as at risk for mathematics difficulties utilizing a 25th‐percentile cutoff and a 15th‐percentile cutoff as assessed by the KeyMath‐Revised Test ( Connolly, 1988 ). A series of PA and RAN measures were administered along with a range of reading and mathematics measures. Hierarchical regression analyses indicated that children with RD only evidenced a different pattern of results compared to children with RD + MDR. Additionally, using a more stringent criterion to classify children at risk for mathematics difficulties resulted in a differential pattern of results when compared to a less stringent classification criterion.     

反思与创新:学习型城市理念演进及未来

学习型城市的理念从西方起源,并在欧洲进行了非常好的实践与传播,取得了非常多的研究和实践成果.近年来,学习型城市在欧洲的发展趋缓,发展的重点转向亚洲,并由独自发展转向合作发展.为促进学习型城市的可持续发展,各国都在制定发展策略以应对复杂的未来.学习型城市要进行理念创新,保障学习型城市发展中的"共同利益";进行合作创新,为学习型城市的国际合作创造各种机会;进行体系创新,从西方学习的理念与中国现状相结合.通过建立可持续的社会、经济和环境发展理念,学习型城市的未来发展才更加具有活力.