Janina Kahn-Horwitz
University of Haifa
Foreign languageSemitic languagesMathematics educationPhonologyOrthographyWord recognitionPsychologyFirst languagePedagogyEnglish orthographyPhonological awarenessSpellingReading comprehensionContext (language use)English as a foreign languageLinguisticsDyslexiaLiteracyReading (process)PsycholinguisticsHebrew
18Publications
9H-index
264Citations
Publications 19
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This study examines the knowledge of language components in 44 teachers of English as a foreign language (EFL). These components include phonology, orthography, and morphology, for reading and spelling instruction. The study also examines teacher attitudes towards and perceptions of these language components in the context of their self-reported practice. Mixed methods analyses showed that teacher knowledge was not at ceiling level but was greater than reported comparative studies in the Israeli...
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: The study investigated English as a foreign language (EFL) teachers' knowledge of the linguistic foundations of the English language, teachers' reported classroom practices regarding time allocation to different language teaching and learning activities, and the relationship between these two parameters. An additional goal was to investigate teachers' beliefs regarding various aspects of literacy acquisition. Results indicated low scores for language constructs, especially those related to pho...
6 CitationsSource
#1Stephanie Fuchs (Gordon College of Education)H-Index: 1
Last. Tami Katzir (University of Haifa)H-Index: 19
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Acquiring literacy in English as a foreign language (EFL) is important for language development. However, many students enter middle school without adequate EFL literacy skills. This may indicate a gap between EFL literacy instruction theory and the classroom practice that is occurring in elementary school classrooms. The aim of this study was to explore the components of EFL literacy instruction as perceived by teachers. The study investigated whether perceptions of classroom practices are theo...
8 CitationsSource
#1Janina Kahn-Horwitz (University of Haifa)H-Index: 9
#2Mona Saba (BIU: Bar-Ilan University)
Linguistic abilities as well as home environment explain successful English as a foreign language (EFL) reading acquisition. The aim of this study was to examine the extent to which morphological derivational awareness measured in Arabic as a first language (L1) predicted EFL word recognition and reading comprehension among 66—11th grade female high school students from low socioeconomic backgrounds. Measures included L1 phonological awareness, orthographic knowledge, and derivational morphologi...
2 CitationsSource
#1Mila SchwartzH-Index: 20
#2Raphiq Ibrahim (University of Haifa)H-Index: 18
Last. Janina Kahn-Horwitz (University of Haifa)H-Index: 9
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The study aimed to examine the pedagogical implications of the linguistic and orthographic proximity hypothesis. This hypothesis claims that the similarities and differences between first and additional languages and scripts help or hinder the acquisition of literacy in the novel language. In this study we examined the impact of Arabic language and literacy as opposed to Hebrew language and literacy on the acquisition of English basic literacy skills amongst elementary school Arabic L1 speaking ...
5 CitationsSource
#1Janina Kahn-Horwitz (University of Haifa)H-Index: 9
This quasi-experimental study adds to the small existing literature on orthographic-related teacher knowledge in an English as a foreign language (EFL) context. The study examined the impact of a course on English orthography on predominantly non-native-speaking EFL preservice and inservice teachers’ orthographic content knowledge, and the extent to which these teachers retained orthographic-related content knowledge four months after participating in a semester course on the topic. In addition,...
11 CitationsSource
#1R. Malatesha Joshi (A&M: Texas A&M University)H-Index: 27
#2Erin K. Washburn (Binghamton University)H-Index: 9
Last. Janina Kahn-HorwitzH-Index: 9
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8 CitationsSource
This study examined English as a foreign language (EFL) spelling development amongst 233 fifth-grade, eighth-grade and 10th-grade Hebrew first-language speakers to examine effects of English orthographic exposure on spelling. Good and poor speller differences were examined regarding the acquisition of novel phonemes (/ae/, /Λ/ and //) and orthographic conventions (/ð/, /θ/, // and silent ‘e’). Hebrew measures included standardised spelling and orthographic and phonological tasks. Experimental En...
23 CitationsSource