The Impact of Diglossia on Inflectional Morphological Constructions and Their Relation to Literacy Skills: A Longitudinal Study.

PURPOSE: This study examined the differences in spoken Arabic (SpA) and standard Arabic (StA) in inflectional (gender, number, possessive pronouns, and tense) construction use in Arabic among preschoolers. Moreover, we tested the contribution of the inflectional constructions possessed in kindergarten to reading skills in the first grade and examined whether this morphological contribution differs between SpA and StA. METHOD: We assessed 261 Arabic-speaking kindergartners for 1 year until the end of first grade for inflectional knowledge in kindergarten and reading skills in first grade (reading accuracy and fluency, spelling, and reading comprehension). RESULTS: The findings revealed that among inflections, prevalence of performance on gender constructions was the highest, followed by number and possessive pronouns, and lowest performance for tense constructions. Although the performance for SpA was higher than for StA in all constructions, similar patterns were observed except similarity between gender and number in StA. Moreover, the results indicate a significant contribution of almost all inflectional constructions (except possessive pronouns) possessed in kindergarten to all reading skills in the first grade. However, tense did not contribute to reading comprehension, and possessive pronouns did not contribute to any of the reading measures. Regarding diglossia, although the claims that linguistic components in StA are not represented in the mental lexicon, StA accounted for an additional significant 2%-3% of the explained variance in Step 2 (which checked the practical significance of statistically significant results) in all reading measures. CONCLUSIONS: This study highlights the impact of diglossia-specific morphological differences (prevalence of the use of the morphological construction in Arabic in SpA vs. StA) on reading and literacy measures, especially the contribution of morphological awareness in SpA, which may provide a stronger basis for StA reading skills. The implications of these results are discussed, especially regarding exposing children to the morphological representations of both the SpA and StA forms to promote reading and literacy in Arabic.

Long-term stable efficacy of botulinum toxin A in facial movement disorders with no need for increasing dose.

ABSTRACT: Botulinum toxin A is considered an effective treatment for involuntary facial movements. We examined whether treatment efficacy maintained or changed over time with two products, Botox and Dysport, in patients with hemifacial spasm, facial synkinesis and benign essential blepharospasm.We retrospectively investigated 87 consecutive patients (51 women, 36 men) who had undergone treatment for ≥6 years. Long-term effects, as well as side effects of Botox or Dysport local injections were evaluated. The first three treatments were considered the titration period and not taken into account when testing for dose changes.Mean treatment duration was 10 years (range 6-11, SD 1.0), 2441 treatments were administered, 1162 with Botox and 1279 with Dysport, the two brands were interchanged as needed. Good to full improvement was seen in 90% of patients both with both brands. Injection doses and treatment responses were consistent during the study with both drugs. No major side effects were reported, and relatively few minor adverse events were reported, with clear reduction from the titration period (6.1%), to the remainder of the study (3.9%).Botulinum toxin (BTX-A) is a satisfactory long-term treatment without need for dose increase over. Both Botox and Dysport were effective when used interchangeably.

Language-specific and language-general factors in text reading in arabic: evidence from the missing letter effect

The goal of the present study was to extend the models explaining the missing-letter effect (MLE) to an additional language and orthography, and to test the role of phonology in silent reading in Arabic. We also examined orthographic effects such as letter position and letter shape, morphological effects such as pseudo-prefixes, and phonological effects such as pronounceability. The results showed that readers miss letters more often in function words and prefixes than in content words, more in second position than in first position, more often when the letters are silent than pronounced, and less often when the letter shape is more symmetric and stable. The results show that these aspects of the missing letter effect can be generalized over writing systems that are not alphabetic, suggesting that the models proposed to explain the MLE in all the orthographies tested may reflect a universal aspect of reading (AU)

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How does speed and accuracy in reading relate to reading comprehension in Arabic?

The purpose of this study was to investigate the potential contribution of decoding efficiency to the development of reading comprehension among skilled adult native Arabic speakers. In addition, we tried to investigate the influence of Arabic vowels on reading accuracy, reading speed, and therefore to reading comprehension. Seventy-five Arabic native speakers read fully pointed, unpointed and pseudowords lists of Arabic and silent reading comprehension of pointed and unpointed paragraphs were tested. Reading speed and accuracy measures revealed a slowest and less accurate in reading pseudowords, and fastest and most accurate in reading unpointed words with pointed word naming speed and accuracy in between. Subjects who were fast and accurate in reading isolated words were also fast and accurate in reading all varieties of printed words. Pearson correlation procedures indicated that silent reading comprehension of pointed and unpointed Arabic texts was uncorrelated with either oral reading speed or accuracy. Our findings with regard to the cross-linguistic research literature as well as the specific features of Arabic language are discussed (AU)

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How do typographical factors affect reading text and comprehension performance in Arabic?

OBJECTIVE: The objective of this study was to establish basic reading performance that could lead to useful design recommendations for print display text formats and layouts for the improvement of reading and comprehension performance of print text, such as academic writings, books, and newspapers, of Arabic language. BACKGROUND: Readability of English print text has been shown to be influenced by a number of typographical variables, including interline spacing, column setting and line length, and so on.Therefore, it is very important to improve the reading efficiency and satisfaction of print text reading and comprehension by following simple design guidelines. Most existing research on readability of print text is oriented to build guidelines for designing English texts rather than Arabic. However, guidelines built for English script cannot be simply applied for Arabic script because of orthographic differences. METHOD: In the current study, manipulating interline spacing and column setting and line length generated nine text layouts. The reading and comprehension performance of 210 native Arab students assigned randomly to the different text layouts was compared. RESULTS: Results showed that the use of multicolumn setting (with medium or short line length) affected comprehension achievement but not reading and comprehension speed. Participants' comprehension scores were better for the single-column (with long line length) than for the multicolumn setting. However, no effect was found for interline spacing. CONCLUSION: The recommendations for appropriate print text format and layout in Arabic language based on the results of objective measures facilitating reading and comprehension performance is a single-column (with long line length) layout with no relevance of the interline spacing.

How does Arabic orthographic connectivity modulate brain activity during visual word recognition: an ERP study.

One of the unique features of the Arabic orthography that differentiates it from many other alphabetical ones is the fact that most letters connect obligatorily to each other. Hence, these letters change their forms according to the location in the word (i.e. beginning, middle, or end), leading to the suggestion that connectivity adds a visual load which negatively impacts reading in Arabic. In this study, we investigated the effects of the orthographic connectivity on the time course of early brain electric responses during the visual word recognition. For this purpose, we collected event-related potentials (ERPs) from adult skilled readers while performing a lexical decision task using fully connected (Cw), partially connected and non-connected words (NCw). Reaction times variance was higher and accuracy was lower in NCw compared to Cw words. ERPs analysis revealed significant amplitude and latency differences between Cw and NCw at posterior electrodes during the N170 component which implied the temporo-occipital areas. Our findings show that instead of slowing down reading, orthographic connectivity in Arabic skilled readers seems to impact positively the reading process already during the early stages of word recognition. These results are discussed in relation to previous observations in the literature.

Sentence comprehension following moderate closed head injury in adults.

The current study explores sentence comprehension impairments among adults following moderate closed head injury. It was hypothesized that if the factor of syntactic complexity significantly affects sentence comprehension in these patients, it would testify to the existence of syntactic processing deficit along with working-memory problems. Thirty-six adults (18 closed head injury patients and 18 healthy controls matched in age, gender, and IQ) participated in the study. A picture-sentence matching task together with various tests for memory, language, and reading abilities were used to explore whether sentence comprehension impairments exist as a result of a deficit in syntactic processing or of working-memory dysfunction. Results indicate significant impairment in sentence comprehension among adults with closed head injury compared with their non-head-injured peers. Results also reveal that closed head injury patients demonstrate considerable decline in working memory, short-term memory, and semantic knowledge. Analysis of the results shows that memory impairment and syntactic complexity contribute significantly to sentence comprehension difficulties in closed head injury patients. At the same time, the presentation mode (spoken or written language) was found to have no effect on comprehension among adults with closed head injury, and their reading abilities appear to be relatively intact.

The contribution of the two hemispheres to lexical decision in different languages.

BACKGROUND: Both reading words and text in Arabic is slower than in other languages, even among skilled native Arabic speakers Previously we have shown that the right hemisphere (RH) had difficulty in matching Arabic letters, and suggested that it cannot contribute to word recognition in Arabic. In this study we tested this finding directly. METHOD: We used the Divided Visual Field (DVF) lexical decision (LD) paradigm to assess hemispheric function during reading. The experiment had two conditions (unilateral and bilateral). In the unilateral condition, the target stimulus was presented unilaterally to the left or the right visual field. In the bilateral condition two stimuli were presented simultaneously, and participants were cued as to which one was the target. Three groups of participants were tested: Arabic speakers, Hebrew speakers, and English speakers. Each group was tested in their native language. RESULTS: For Hebrew and English speakers, performance in both visual fields was significantly better in the unilateral than in the bilateral condition. For Arabic speakers, performance in the right visual field (RVF, where stimuli are presented directly to the left hemisphere) did not change in the two conditions. Performance in the LVF (when stimuli are presented directly to the right hemisphere) was at chance level in the bilateral condition, but not in the unilateral condition. CONCLUSION: We interpret these data as supporting the hypothesis that in English and Hebrew, both hemispheres are involved in LD, whereas in Arabic, the right hemisphere is not involved in word recognition.

Essential Tremor Prevalence is Low in the Druze Population in Northern Israel.

BACKGROUND: Essential tremor (ET) and Parkinson's disease (PD) are probably the most common movement disorders. As ethnic differences have been reported in ET, we designed the present study to evaluate the prevalence of ET and that of Parkinson's disease (PD) in the Druze villages of northern Israel. METHODS: A two-phase, door-to-door survey was undertaken. Residents aged ≥51 years who agreed to participate and answered "yes" to tremor or PD-related screening questions and 3% of subjects who screened negative were evaluated. Diagnostic criteria for ET were similar to those used in Sicilian and Spanish studies. PD was diagnosed according to Gelb's criteria. RESULTS: The target population consisted of 9,086, the study cohort of 3,980 residents. Tremor was observed in 36 subjects. In 27, the tremor fully met the criteria for ET. The prevalence of ET (age ≥65) was 1.49% (95% CI 0.91-2.07%). PD was diagnosed in 23 subjects. The prevalence of PD (age ≥65) was 1.13 (95% CI 0.62-1.64%). Leucine-rich repeat protein kinase 2 (G2019S mutation) was evaluated in subjects diagnosed with tremor PD and those screened for assessment of the validity of the questionnaire. None carried the mutation. DISCUSSION: The prevalence of ET in the Druze population is low and similar to the prevalence of PD.

Listening with an accent: speech perception in a second language by late bilinguals.

The goal of the present study was to examine functioning of late bilinguals in their second language. Specifically, we asked how native and non-native Hebrew speaking listeners perceive accented and native-accented Hebrew speech. To achieve this goal we used the gating paradigm to explore the ability of healthy late fluent bilinguals (Russian and Arabic native speakers) to recognize words in L2 (Hebrew) when they were spoken in an accent like their own, a native accent (Hebrew speakers), or another foreign accent (American accent). The data revealed that for Hebrew speakers, there was no effect of accent, whereas for the two bilingual groups (Russian and Arabic native speakers), stimuli with an accent like their own and the native Hebrew accent, required significantly less phonological information than the other foreign accents. The results support the hypothesis that phonological assimilation works in a similar manner in these two different groups.

Language status and hemispheric involvement in reading: evidence from trilingual Arabic speakers tested in Arabic, Hebrew, and English.

This study explores the effects of language status on hemispheric involvement in lexical decision. The authors looked at the responses of native Arabic speakers in Arabic (L1 for reading) and in two second languages (L2): Hebrew, which is similar to L1 in morphological structure, and English, which is very different from L1. Two groups of Arabic speakers performed lateralized lexical decision tasks in the three languages, using unilateral presentations and bilateral presentations. These paradigms allowed us to infer both hemispheric specialization and interhemispheric communication in the three languages, and the effects of language status (native vs. nonnative) and similarity on hemispheric patterns of responses. In general the authors show an effect of language status in the right visual field (RVF), reflecting the greater facility of the left hemisphere (LH) in recognizing words in the participant's native Arabic than in their other languages. The participants revealed similar patterns of interhemispheric integration across the languages, with more integration occurring for words than for nonwords. Both hemispheres revealed sensitivity to morphological complexity, a pattern similar to that of native Hebrew readers and different from that of native English readers.

Selective deficit of second language: a case study of a brain-damaged Arabic-Hebrew bilingual patient.

BACKGROUND: An understanding of how two languages are represented in the human brain is best obtained from studies of bilingual patients who have sustained brain damage. The primary goal of the present study was to determine whether one or both languages of an Arabic-Hebrew bilingual individual are disrupted following brain damage. I present a case study of a bilingual patient, proficient in Arabic and Hebrew, who had sustained brain damage as a result of an intracranial hemorrhage related to herpes encephalitis. METHODS: The patient's performance on several linguistic tasks carried out in the first language (Arabic) and in the second language (Hebrew) was assessed, and his performance in the two languages was compared. RESULTS: The patient displayed somewhat different symptomatologies in the two languages. The results revealed dissociation between the two languages in terms of both the types and the magnitude of errors, pointing to aphasic symptoms in both languages, with Hebrew being the more impaired. Further analysis disclosed that this dissociation was apparently caused not by damage to his semantic system, but rather by damage at the lexical level. CONCLUSION: The results suggest that the principles governing the organization of lexical representations in the brain are not similar for the two languages.

How do bilinguals handle interhemispheric integration? Evidence from a cross-language study.

The focus on interhemispheric interaction and integration has become a prominent aspect of laterality research. The aim of the present behavioral study was to determine whether hemisphere advantage differs between language groups. This was done by comparing how hemisphere advantage affects interhemispheric integration in monolingual and in bilingual individuals. Sixty university students (20 English monolinguals, 20 Hebrew bilinguals, and 20 balanced Arabic bilinguals) participated in two experiments, in which a lexical decision task was performed in the left and/or right visual field. Stimuli were presented unilaterally and bilaterally, whereby participants were cued to respond to the stimuli. In Experiment 1, all three groups showed an effect of lexicality, that is, participants responded to word stimuli faster than to non-word stimuli, with the Hebrew and Arabic groups showing a word advantage in spotting errors. In addition, all groups except the Hebrew group showed the expected right visual field advantage in accuracy, and the English group demonstrated this advantage in reaction time as well. In Experiment 2, responses to non-word stimuli were equally accurate in the left and right visual fields, but reaction time were faster for stimuli presented in the left visual field. The performance of balanced bilingual Arabic and unbalanced bilingual Hebrew reading groups was significantly better in the bilateral condition than in the unilateral condition. The results supported the notion that bilingual individuals show more effective interhemispheric communication and that they enjoy relative superiority in their interhemispheric processing in response to task demands.

The cognitive basis of diglossia in Arabic: Evidence from a repetition priming study within and between languages.

This study examined diglossia and its cognitive basis in Arabic. Repetition priming effects were compared within spoken Arabic (SA), as well as with the effects found when the primes were in either literary Arabic (LA) or Hebrew. In experiment 1, using lexical decisions for auditory presented words, a significant priming effect was found at lag 0 when the primes were in LA and in Hebrew. Furthermore, large repetition priming effects were found at relatively long lags (lag 8-12) within SA. This effect was absent when the repetition involved translation equivalents using either Hebrew or LA. The results showing that lexical decisions for words in SA were not influenced by previous presentations of translation equivalents in LA, in addition to the findings from a former study on semantic priming effects, suggest that the status of LA is similar to that of Hebrew and is consistent with the typical organization of L2 in a separate lexicon. Thus, learning LA appears to be, in some respects, more like learning a second language than like learning the formal register of one's native language.

Performance in L1 and L2 observed in Arabic-Hebrew bilingual aphasic following brain tumor: A case constitutes double dissociation.

This study aimed to verify the existence of a double first language (L1)/second language (L2) dissociation. In recent work, I described a case study of a Arabic-Hebrew aphasic patient (MH) with disturbances in the two languages, with Hebrew (L2) being more impaired. In this case, an Arabic-Hebrew bilingual patient (MM) with a similar cultural background who suffered brain damage following a left hemisphere tumor (oligodendroglioma) and craniotomy is reported. The same materials were used, which overcame methodological constraints in our previous work. The results revealed a complementary pattern of severe impairment of L1 (Arabic), while MM had mild language disorder in L2 (Hebrew) with intact semantic knowledge in both languages. These two cases demonstrate a double L1/L2 dissociation in unique languages, and support the notion that bilingual persons could have distinct cortical language areas.

Morphological structure and hemispheric functioning: the contribution of the right hemisphere to reading in different languages.

This study examined the relationship between morphological structure of languages and performance asymmetries of native speakers in lateralized tasks. In 2 experiments, native speakers of English (concatenative morphology stem plus affix) and of Hebrew and Arabic (nonconcatenative root plus word-form morphology) were presented with lateralized lexical decision tasks, in which the morphological structure of both words and nonwords was manipulated. In the 1st study, stimuli were presented unilaterally. In the 2nd study, 2 stimuli were presented bilaterally, and participants were cued to respond to 1 of them. Three different indexes of hemispheric integration were tested: processing dissociation, effects of distractor status, and the bilateral effect. Lateralization patterns in the 3 languages revealed both common and language-specific patterns. For English speakers, only the left hemisphere (LH) was sensitive to morphological structure, consistent with the hypothesis that the LH processes right visual field stimuli independently but that the right hemisphere uses LH abilities to process words in the left visual field. In Hebrew and Arabic, both hemispheres are sensitive to morphological structure, and interhemispheric transfer of information may be more symmetrical than in English. The relationship between universal and experience-specific effects on brain organization is discussed.

Metalinguistic awareness and reading performance: a cross language comparison.

The study examined two questions: (1) do the greater phonological awareness skills of billinguals affect reading performance; (2) to what extent do the orthographic characteristics of a language influence reading performance and how does this interact with the effects of phonological awareness. We estimated phonological metalinguistic abilities and reading measures in three groups of first graders: monolingual Hebrew speakers, bilingual Russian-Hebrew speakers, and Arabic-speaking children. We found that language experience affects phonological awareness, as both Russian-Hebrew bilinguals and the Arabic speakers achieved higher scores on metalinguistic tests than Hebrew speakers. Orthography affected reading measures and their correlation with phonological abilitites. Children reading Hebrew showed better text reading ability and significant correlations between phonological awareness and reading scores. Children reading Arabic showed a slight advantage in single word and nonword reading over the two Hebrew reading groups, and very weak relationships between phonological abilities and reading performance. We conclude that native Arabic speakers have more difficulty in processing Arabic orthography than Hebrew monolinguals and bilinguals have in processing Hebrew orthography, and suggest that this is due to the additional visual complexity of Arabic orthography.

Is literary Arabic a second language for native Arab speakers?: Evidence from semantic priming study.

The mother tongue of the absolute majority of native Arabic speakers is Spoken Arabic (SA), which is a local dialect that does not have a written form. For reading and writing, as well as for formal communication Literary Arabic (LA) is used For the literate Arabs, these two languages are extensively inter-twined in every day life. Consequently, it is possible that, despite the difference between them, LA is not processed like a regular second language by the cognitive system of the native Arabic speakers but rather as an enhancement of the spoken lexicon. In the present study we examined this possibility comparing semantic priming effects in auditory lexical decision within SA (L1), with the effects found across languages with LA or in Hebrew (L2). Hebrew is doubtlessly a second language for native Arabic speakers. In this study we have manipulated semantic priming In Experiment 1 the targets were in Spoken Arabic and the primes in any of the three languages. The semantic priming effect was twice as large within L1 as between languages and there was no difference between Hebrew and LA. In Experiment 2, all primes were in SA whereas the targets were in any of the three languages. The priming effects in that experiment were doubled relative to the previous experiment, but the inter-language relationships were the same. For both language pairings, the semantic priming was larger when the primes were presented in SA (and the targets in either Hebrew or LA) than when the primes were presented in one of the second languages and the targets in SA. The conclusion is that, despite the intensive daily use adult native Arabic speakers make of SA and LA, and despite their shared origin, the two languages retain their status as first and second languages in the cognitive system.

Orthography and the hemispheres: visual and linguistic aspects of letter processing.

Hebrew and Arabic are Semitic languages with a similar morphological structure and orthographies that differ in visual complexity. Two experiments explored the interaction of the characteristics of orthography and hemispheric abilities on lateralized versions of a letter-matching task (Experiment 1) and a global-local task (Experiment 2). In Experiment 1, native Hebrew readers and native Arabic readers fluent in Hebrew matched letters in the 2 orthographies. The results support the hypothesis that Arabic orthography is more difficult than Hebrew orthography for participants who can read both languages and that this difficulty has its strongest effects in the left visual field. In Experiment 2, native Arabic speakers performed a global-local letter detection task with Arabic letters with 2 types of inconsistent stimuli: different and similar. The results support the hypothesis that the right hemisphere of skilled Arabic readers cannot distinguish between similar Arabic letters, whereas the left hemisphere can.

The characteristics of arabic orthography slow its processing.

The present study was designed to evaluate whether the complexity of Arabic orthography increases its perceptual load, thus slowing word identification. Adolescent Arabic speakers who mastered Hebrew as a second language completed oral and visual versions of the Trail Making Test (TMT; J. E. Parington & R. G. Lieter, 1949) in both languages. Oral TMT required declaiming consecutive numbers or alternation between numbers and letters. Visual TMT required connecting Arabic or Indian numbers and alternation between letters and numbers. Performance in Hebrew and Arabic oral TMT did not differ. Performance was significantly slower in Arabic visual TMT. These results indicate that Arabic speakers process Arabic orthography (1st language) slower than Hebrew orthography (2nd language) and suggest that this is due to the complexity of Arabic orthography.