Cross-linguistic transfer of handwriting performance: a comparison of Arabic bilingual and monolingual elementary school students

Salameh-Matar, Abeer; Basal, Nasir; Weintraub, Naomi

doi:10.1007/s11145-018-9915-9

Cited by 5 publications

(4 citation statements)

References 66 publications

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“…The students’ Arabic handwriting speed and legibility were evaluated as well as their handwriting automaticity, reading performance, motor control and non-verbal intelligence. Results showed that after controlling for reading speed, handwriting automaticity and motor control, the monolingual students outperformed their bilingual peers in handwriting speed but not in legibility [ 48 ]. A second study on this same general topic investigated the transferability of handwriting skills from Cyrillic to Latin-script alphabet.…”

Section: Forensic Handwriting Examinationmentioning

confidence: 99%

Interpol questioned documents review 2019–2022

Deviterne-Lapeyre

Ibrahim²

2023

Forensic Science International: Synergy

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Section: Forensic Handwriting Examinationmentioning

confidence: 99%

Interpol questioned documents review 2019–2022

Deviterne-Lapeyre

Ibrahim²

2023

Forensic Science International: Synergy

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“…The study presents a new method for drawing the Arabic letters, which makes the learner confident while writing, so he/she is required to model the letter (c) in all Arabic letters that he/she writes. A good body of research, which varied in scope and objectives, was reviewed (e.g., Abdullah & Al-Hassan, 2015;Al-Faouri, 2005;Al-Hamad, 2012;Al-Jarrah, 2010;Al-Musnad, 2016;Al-Suhaimi & Othman, 2013;Amer & Al-Rababah, 2020;Dogan & Al-Omari, 2017;Iliga, 2009;Katebi, 2011;Salameh-Matar et al, 2019, Shimel et al, 2019 to narrow down the topic and aggregate the theoretical and empirical researches related to non-Arabic speakers. Salameh-Matar et al (2019) focused on the transfer effect of handwriting performance from Hebrew L2 to Arabic L1.…”

Section: Related Literaturementioning

confidence: 99%

“…A good body of research, which varied in scope and objectives, was reviewed (e.g., Abdullah & Al-Hassan, 2015;Al-Faouri, 2005;Al-Hamad, 2012;Al-Jarrah, 2010;Al-Musnad, 2016;Al-Suhaimi & Othman, 2013;Amer & Al-Rababah, 2020;Dogan & Al-Omari, 2017;Iliga, 2009;Katebi, 2011;Salameh-Matar et al, 2019, Shimel et al, 2019 to narrow down the topic and aggregate the theoretical and empirical researches related to non-Arabic speakers. Salameh-Matar et al (2019) focused on the transfer effect of handwriting performance from Hebrew L2 to Arabic L1. The results of this study showed a negative effect of L2 (Hebrew) on L1 (Arabic) wherein bilingual students wrote significantly slower than their monolingual peers in handwriting speed but not in legibility.…”

Section: Related Literaturementioning

confidence: 99%

The effect of letter (c) modelling on developing the skills of handwriting performance among learners of Arabic speaking other languages

Khasawneh

2021

CJES

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This study aimed at identifying the effectiveness of letter (c) modelling in developing the writing skills performance of Arabic learners speaking other languages and the number of views required for the line visual to develop their writing skills performance. The study sample consisted of 15 learners who were studying the Arabic language for the first time and were chosen by the convenience sampling method. The female students did not take a pre-test as they did not know Arabic before. The students were trained on the attached Arabic calligraphy visual, which included all the Arabic language alphabets. The training period lasted for 8 weeks, with two lessons per week, and each session lasted for 40 minutes. The students then underwent a post-test that was checked for validity and reliability. The analysis results showed a clear ability to draw the Arabic letter due to the visualisation of the calligraphy presented by the researcher, which relied on modelling the letter (c) in all Arabic letters. In light of the findings, the study recommended applying the teaching method based on the calligraphy visualisation devised in teaching non-Arabic speakers. Keywords: Handwritten performance, development, letter (c) modelling, learners of Arabic speaking other languages.

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“…The few studies that exist have suggested that bilingual students are able to develop written expression skills comparable to those reached by their monolingual peers (Harrison et al, 2016). Yet, to the best of our knowledge, there is only one study (Salameh-Matar et al, 2019) that examined the impact of linguistic transfer on handwriting performance by comparing elementary-school students attending monolingual and bilingual school. The results of this study showed that after controlling for reading speed, handwriting automaticity and motor control, the monolingual students outperformed their bilingual peers in handwriting speed, but not in legibility.…”

Section: Introductionmentioning

confidence: 99%

Factors affecting cross-linguistic transfer of handwriting performance among elementary-school bilingual students

Salameh-Matar

Basal

Weintraub

2022

British Journal of Occupational Therapy

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Introduction Although many countries have diverse populations and bilingual students, most handwriting research focused on monolingual students, and the issue of cross-linguistic transfer gained less attention. Moreover, research on the effect of socio-linguistic factors on cross-linguistic transfer of handwriting is scarce. This study compared handwriting performance of fourth-grade students attending bilingual schools, who wrote in their primary (L1) to second (L2) languages, and the effect of socio-linguistic factors on the transfer of handwriting performance. Method Ninety-five typically developing fourth-grade students were recruited from three bilingual (Hebrew-Arabic) schools in Israel. Participants were administered a paper-pencil motor coordination task as well as reading and handwriting tests in their L1 and L2. Results Transfer effect was not uniform and was stronger among the Arabic-speaking group. Reading speed and handwriting automaticity in L2 and handwriting speed in L1 predicted 70% of the variance in L2 handwriting speed. Conclusion These findings may be explained by the complexity of Arabic orthography, as well as the low level of exposure of the Hebrew-speaking students to Arabic, which is a minority language. These results can guide occupational therapists in addressing factors affecting handwriting difficulties, and in considering socio-linguistic factors necessary for mastering handwriting in teaching a second language.

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Cross-linguistic transfer of handwriting performance: a comparison of Arabic bilingual and monolingual elementary school students

Cited by 5 publications

References 66 publications

Interpol questioned documents review 2019–2022

Interpol questioned documents review 2019–2022

The effect of letter (c) modelling on developing the skills of handwriting performance among learners of Arabic speaking other languages

Factors affecting cross-linguistic transfer of handwriting performance among elementary-school bilingual students

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