Abstract
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.
| Original language | American English |
|---|---|
| Title of host publication | International Society for Augmentative & Alternative Communication |
| Place of Publication | Toronto |
| Pages | 1-2 |
| Number of pages | 2 |
| State | Published - 2016 |
