Arabic speaking children encounter significant difficulties when learning to read and write due to differences between spoken and written language – diglossia. This study investigated the effectiveness of a phonological reading program among Hebrew and Arabic speaking children with intellectual and developmental disabilities (IDD) considering diglossia.
|Title of host publication||International Society for Augmentative & Alternative Communication|
|Place of Publication||Toronto|
|Number of pages||2|
|State||Published - 2016|