Amalia Bar-On
Tel Aviv University
Entropy (energy dispersal)Lexical itemSemitic languagesResolution (logic)Developmental psychologySociologyPhonologyLanguage technologyOrthographyWord recognitionArtificial intelligencePsychologyMorphemeApplied linguisticsTask analysisWord lists by frequencyCognitive psychologyNatural language processingPerspective (graphical)Cognitive linguisticsHomographLearning to readAmbiguity resolutionAdjectiveSpellingLexiconItem analysisAutism spectrum disorderRegister (sociolinguistics)VowelResultativeContext (language use)AmbiguityWritten languageMeaning (existential)Human development (humanity)Style (sociolinguistics)Language impairmentWord readingMedia linguisticsTypically developingComputer scienceLinguisticsNeuroscience of multilingualismDyslexiaQuantitative linguisticsCorpus linguisticsDevelopmental linguisticsMeaning (linguistics)LiteracyLanguage and Communication TechnologiesReading (process)Latent class modelLanguage acquisitionContext effectWriting systemPsycholinguisticsConceptualizationWord (group theory)HebrewArabic
Publications 13
This cross-linguistic study investigated the impact of spelling errors on reading behavior in five languages (Chinese, English, Finnish, Greek, and Hebrew). Learning theories predict that correct and incorrect spelling alternatives (e.g., "tomorrow" and "tommorrow") provide competing cues to the sound and meaning of a word: The closer the alternatives are to each other in their frequency of occurrence, the more uncertain the reader is regarding the spelling of that word. An information-theoretic...
#1Amalia Bar-On (TAU: Tel Aviv University)H-Index: 5
#2Tal Oron (TAU: Tel Aviv University)H-Index: 7
Last. Orna Peleg (TAU: Tel Aviv University)H-Index: 8
view all 3 authors...
Effects of semantic versus syntactic constraints on resolution of Hebrew heterophonic-homographic words were examined at three reading skill levels. Fourth-and sixth-grade students and a group of adults read aloud sentences containing two types of heterophonic-homographs: noun–noun (e.g., BYCH ביצה is read as beitsa ‘egg’ and bitsa ‘swamp’) and noun–verb (e.g., GZR גזר is read as gezer ‘carrot’ and gazar ‘(he) cut’). Dominant and less-dominant alternatives were identified for each homograph and ...
#1Amalia Bar-OnH-Index: 5
#2Elitzur DattnerH-Index: 3
Last. Oriya Braun-PeretzH-Index: 1
view all 3 authors...
This study examined whether the context immediately succeeding a heterophonic-homographic word (ht-homographic) plays a role in ambiguity resolution during voiced reading of Hebrew. A pretest was designed to find the preferred alternatives of 12 ht-homographic words: 20 adult subjects completed truncated sentences, each ending with a homographic word, preceded by a context allowing for both of its alternatives to be read. Following the pretest, each word was embedded in four research conditions ...
1 CitationsSource
#1Amalia Bar-On (RMIT: RMIT University)H-Index: 5
#2Victor Kuperman (McMaster University)H-Index: 23
The paper aims to account for linguistic and processing factors responsible for the incidence of spelling errors in Hebrew. The theoretical goal is to disentangle a complex interaction between morphology, phonology, and orthography in production of written words. We focused on a specific spelling error in Hebrew: an overt representation of the word-internal segment/i/by the letter Y (י). This Y-insertion goes against the prescriptive spelling rules (cf. substandard MYRPST מירפסת vs conventional ...
4 CitationsSource
#1Amalia Bar-On (TAU: Tel Aviv University)H-Index: 5
#2Yasmin Shalhoub-Awwad (University of Haifa)H-Index: 2
Last. Reem Ibraheem Tuma-Basila (TAU: Tel Aviv University)H-Index: 1
view all 3 authors...
Arabic-speaking students learn to read a transparent maʃku:l script, which provides full vowel information using letters to represent long vowels and phonemic diacritics for short vowels. Gradually, they progress to an opaque ɣayr-maʃku:l script, without diacritics. In this script, internal short vowels can be retrieved using morphological information about word patterns. The current study compared the contribution of phonological information to that of morphological information in the reading a...
5 CitationsSource
#1David L. Share (University of Haifa)H-Index: 41
#2Amalia Bar-On (TAU: Tel Aviv University)H-Index: 5
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 ...
19 CitationsSource
#1Amalia Bar-On (TAU: Tel Aviv University)H-Index: 5
#2Elitzur Dattner (HUJI: Hebrew University of Jerusalem)H-Index: 3
Last. Dorit Ravid (TAU: Tel Aviv University)H-Index: 36
view all 3 authors...
The paper examines the role of context in reading unpointed Hebrew, demonstrating the changing nature of reliance on context during the course of reading acquisition. We analyze the reading-aloud of sentences with heterographic-homographic ambiguity, aiming to shed light on the development of ambiguity resolution processes in typically developing schoolaged and adult populations. 171 Hebrew-speaking children and adolescents in seven age/schooling groups (beginning and end of second grade, third,...
11 CitationsSource
#1Sara Ferman (RMIT: RMIT University)H-Index: 1
#2Amalia Bar-On (RMIT: RMIT University)H-Index: 5
Objective: Most studies on word reading in children with autism spectrum disorder (ASD) focus on graphemic-phonemic decoding and the direct orthographic route. To extend the scope, we investigated morpho-orthographic identification beyond graphemic-phonemic abilities. Patients and Methods: The original study included 31 sixth-grade children with ASD and comparison groups of typically developing (TD) children: 23 age-matched children, 15 third-graders, and 17 second-graders. The groups were compa...
1 CitationsSource
#1Dorit RavidH-Index: 36
#2Amalia Bar-OnH-Index: 5
Last. Elitzur DattnerH-Index: 3
view all 3 authors...
Linguistics and Communication Disorders are considered two different disciplines by most students and scholars in both fields as well as by researchers working in other relevant fields such as psychology and education. However, most core disorders, disabilities and delays in communicative ability directly concern language, especially in conjunction with human development from infancy to adulthood, but also as related to the loss of communicative skills in the aging brain. Linguistics thus emerge...
2 Citations
#1Dorit Ravid (TAU: Tel Aviv University)H-Index: 36
#2Amalia Bar-On (TAU: Tel Aviv University)H-Index: 5
Last. Odelia Douani (TAU: Tel Aviv University)H-Index: 1
view all 4 authors...
Objective frequency does not always provide reliable information about lexical distributions across individuals’ development. We propose the subjective ranking by experts of lexical items’ register in the sense of ‘levels of linguistic usage’, which has been independently linked to AoA, as an alternative. This proposal was tested in Hebrew, a language showing marked distinctions between the everyday colloquial style and more formal, historically-related types of expression. A list of over 3,500 ...
8 CitationsSource