CODE: D:\WINWORD97\ABU-RABIA CV.DOC
Salim Abu-Rabia
CURRICULUM VITAE AND LIST OF PUBLICATIONS
May 2005
Salim Abu-Rabia
May 2005
CURRICULUM VITA AND LIST OF PUBLICATIONS
I. CURRICULUM VITAE
1. Personal Details
Name:
Place and Date of Birth:
Date of Aliyah
Marital Status
Salim Abu-Rabia
Israel, Dec. 15, 1956
--Married +3
Citizenship and
Identity Card Number:
Israeli
053 839007
Permanent Home Address:
Moor Street, 12/12, Mitzpa Hacarmel
Haifa, Israel
Home Telephone Number:
04-810 36 32
Office Address and Phone:
Faculty of Education, University of Haifa
04-8249137
Electronic Address
Salimar@construct.haifa.ac.il
Telefax Number:
04-8240911
2. Higher Education
1979
B.A. Ben Gurion University of the Negev (Education and Hebrew Literature).
1981
Teaching Certification, Ben-Gurion University of the Negev, Beer Sheva, Israel.
1990
M.A. Ben Gurion University of the Negev (Education, Curriculum, Teaching and Learning).
1993
Ph.D. Ontario Institute for Studies in Education (OISE), University of Toronto Canada.
Education from the Department of Instruction and Special Education.
3. Academic Ranks and Tenure in Institutes of Higher Education
1993-1994
School of Education
Hebrew University
External Teacher
1993-1994
Beith Berl College of Education
Lecturer and Head of Special Education Track
1994-1996
Faculty of Education,
University of Haifa
Suggested Junior track position
1996-1999
Faculty of Education
University of Haifa
Junior track position
2000-
Faculty of Education
Permanent Tenure track position, University of Haifa
1
4. Offices in University Academic Administration
1998-1999
2000-
Head of the graduate reading program
Director of the laboratory for second language research at the Middle East Center for Learning
Disabilities
5. University Committees
2001-2004
2001200320022002-
Doctoral committee member of the faculty of Education
Member of the committee of academic planning
Member of the M.A committee of the department of teaching
Member of the university committee of admitions' encouragement
Member of the M.A committee of the department of Learning Disabilities
6. ACTIVE PARTICIPATION IN SCHOLARLY CONFERENCES
Conference
Conference of the
Canadian Council on
Multiculturalism and
Intercultural Education
Place and Date
Topic of Presentation or Discussion
Vancouver, Canada
1993
Attitudes and cultural background
and their relationship to reading
comprehension in English as a
Second language The case of male
and female Arab immigrants in
Canada
-
International Conference on
Immigration, Language Acquisition
and Patterns of Social Integration
Jerusalem,
1994
Reading, syntactic, and
working memory skills of
bilingual Arab-Canadian children
Orthon Dyslexia Israel:
The Many Faces of Specific
Learning Disabilities
Jerusalem,
1994
An interactive model of second
language learning: Learning second
language in problematic social
contexts
The Second Trilingual Conference
Haifa,
1994
Learning second language in a
“melting pot” social context.
American Educational
Research Association
AERA
New York,
1996
Reading in Arabic Orthography:
The effect of vowels and context on
reading accuracy of poor
and skilled native Arabic readers
Israeli Association for the Study of
Language and Society
Tel-Aviv
Israel, 2002
Teachers’ role, learners’ gender
differences and FL anxiety among
7th grade students studying English
as a FL
Israeli Association for the Study of
Language and Society
Tel-Aviv
Israel, 2002
Factors Affecting Accent
Acquisition: The case of Russian
immigrants in Israel
Israeli Association for the Study of
Language and Society
Tel-Aviv
Israel, 2002
The Critical Period for Second
Language Pronunciation: Is there
such a thing?
2
International Dyslexia Association:
Multilingual and Cross-Cultural
Perspectives on Dyslexia
Bangor Dyslexia Conference
University of Wales, Bangor
Washington, D.C.
2002
Dyslexia in Semitic Languages
(Hebrew and Arabic)
Bangor –England
2003
The effect of consanguineous
marriage on RDs
Billagio Dyslexia Conference
Billagio-Italy
2003
Dyslexia in second languages
Billagio Dyslexia Conference
Italy
Billagio-Italy
2003
Dyslexia in Arabic: What did
research come up with?
BDA Sixth International Conference
Warwick University- UK
Warwick-UK
2004
Blood related marriages and
reading disabilities
BDA Sixth International Conference
Warwick University-UK
Warwick-UK
2004
Reading and spelling error analysis
of regular and dyslexic readers
Language and Society Conference
Beit-Berl, Israel
2004
Morphology and reading Arabic
Among regular and dyslexics
Winter-Script
Tel-Aviv University
2004
The development of reading and
spelling in Arabic orthography
SSSR Conference
Toronto-Canada
2005
Bilingual Arabic-English speaking
children: Does orthography make a
difference?
Summer-Script
Israel
2005
Superiority of bilingualism over
monolingualism in learning a third
language
6.1 KEYNOTE SPEAKER:
Canadian Language and Literacy
Research Network (CLLRNET)
Toronto-Canada
2005
Cross-cultural dyslexia:
Charactersitics of Semitic dyslexia
8. SCHOLARSHIPS. AWARDS, RESEARCH GRANTS. ETC.
1986-90
The Ben Gurion Assistantship, Department of Education
1991-93
Exemption from University fees (University of Toronto)
1991-93
The OISE Graduate Scholarship, Department of Instruction and Special Education
1994-95
The Golda Meir Research Fellowship, Jerusalem, Israel
1994-95
The Eshkol Research Fellowship, Haifa, Israel
1995-96
The Canadian Enrichment Reward, Haifa, Israel
1995-98
The MAOF Research Fellowship, Haifa, Israel
3
1997-98
The Canadian Enrichment Reward, Haifa, Israel
2003-05
Grant from Yad Hanadiv for the sum of $ 150, 000 for three years ( with Prof. Zvia Briznitz and Prof.
Baruch Nevo). Title of Project: " Development, Norming and Dissemination of Diagnostic and
Prognostic Tests for LDs in Palestinian and Israeli Children and Youth"
4
9. TEACHING
A. Courses taught in recent years
Title
Year
Type
Level
Introduction to Reading
1994-95
Elective Course
Undergraduate
Teaching in heterogenic
classes
Teaching and learning first and
second languages
1995-98
Mandatory course
Undergraduate classes
1995-
Seminar
Undergraduate
Diagnosis and Remediation of
Learning and Reading Disabilities
1996-98
Seminar
Undergraduate
Bilingualism/Multiculturalism
1995-
Seminar
Undergraduate
Second language acquisition
2000-
Seminar
Graduate
The Israeli-Arab Educational
System
2000-
Elective course
Undergraduate
A.1 Teaching Excellence
1995/ 1996
1997/ 1998
2001/2002
The Haifa University diploma for teaching Excellence
The Haifa University diploma for teaching Excellence
The Haifa University diploma for teaching Excellence
B. Supervision of Graduate students in recent years
Student’s name
Title of Thesis/Dissertation
Inat Yaarie
Parents’ Attitudes and Children’s
Early Literacy
Latifa Maroon
Consanguineous marriage and reading
Disability in the Arab community
Degree
Date
M.A
2001
M.A
2002
Yasmeen Shalhoub
Morphology and reading in
Reading Arabic Orthography
M.A
2002
Haitham Taha
Error Analysis in reading Arabic
M.A.
2002
Fadie Saliba
The role of morphological factors in
M.A
2004
5
reading Arabic among dyslexic readers
Hamutal Amiram
Reading and spelling development among
Among Ethiopian Jews
M.A
2004
reading of regular and dyslexic readers
M.A
2004
Siham Ashmoz
Dilemmas in the language education of
Circassians in Israel
M.A
2004
Dina Khoon
Learning two foreign languages among
Israeli Circassians
M.A
2004
Morphological and phonological Arabic
training in kindergarten
M.A
2004
The contribution of mastering two orthographies
on the acquisition of the third orthography
M.A
2004
Yeefat Peleg
Second Language anxiety in regular and dyslexics M.A
2004
Yaneev Lave
Accent acquisition among Russian immigrants
M.A
2004
Olla Khatib
Reading fluency in Arabic and Hebrew
M.A
2004
Yasmin Awwad
Morphology and word recognition in Arabic
Ph.D
2004
Lateefa Maroun
Blood-related marriages and reading disabilities
In the Arab community
Ph.D
2004
Eye-fixation and word recongition in Semitic
orthographies among regular and dyslexic readers Ph.D
2005
Trilingual Arabic-Hebrew-English normal and
dyslexic learners
M.A
2005
Root acquisition among native Arabic young
Learners
Dyslexia and foreign language learning
M.A
M.A
2005
2005
The development of Arabic and Hebrew
in bilingual Arabic-Hebrew schools
M.A
2005
M.A
2005
Nariman Zahir-Rahmoun
Reem Dalashie
Ikaterina Sanitsky
Deia Ganayim
Rana Samour
Hanadi Abu-Ahmed
Dafna Guilburd
Moustafa Asali
Keren Almashly
The role of morphology in the
Bilingual adult dyslexia vs. monolingual
Adult dyslexia
6
II. PUBLICATIONS
A. Ph.D. DISSERTATION
Title:
Attitudes and Cultural Background and Their Relationship to Reading Comprehension in a
Second Language
Language:
English
Pages:
224
Date:
1993
Supervisors: Professors Esther Geva, Linda Siegel, Jim Cummins, Suzanne Hidi and Keith Stanovich
The Ontario Institute for Studies in Education (OISE), Canada
C. ARTICLES IN REFEREED JOURNALS
PUBLISHED
1) Abu-Rabia, S., & Siegel, L.S. (1995). Different orthographies, different context effects:
The effects of Arabic sentence context in skilled and poor readers. Reading Psychology:
An International Quarterly, 16(1), 1-19.
2) Abu-Rabia, S. (1995). Multicultural and problematic social contexts and their contribution to L2 learning.
Language, Culture and Curriculum, 8(2), 183-199.
3) Abu-Rabia, S. (1995). Attitudes and cultural background and their relationship to English in a
multicultural social context: The case of male and female Arab immigrants in Canada. Educational
Psychology, 15(3), 323-335.
4) Abu-Rabia, S. (1995). Reading in Arabic orthography: Phonological, syntactic, working memory skills in
normally achieving and poor Arabic readers. Reading Psychology: An International Quarterly, 16(4),
351-394.
5) Abu-Rabia, S., & Feuerverger, G. (1996). Towards understanding the second language learning of Arab
students in Israel and Canada: The relationship of attitudes and cultural background to reading
comprehension. The Canadian Modern Language Review, 52(3), 359-385.
6) Abu-Rabia, S. (1996). Attitude of Arab minority students in Israel and Canada toward learning a second
language. The Journal of Social Psychology, 136(4), 54 1-544.
7
7) Abu-Rabia, S. (1996). Factors affecting the learning of English as a secondary language in Israel. The
Journal of Social Psychology, 13 6(5), 589-595.
8) Abu-Rabia, S. (1996). The role of vowels and context in reading of highly skilled native Arabic readers.
Journal of Psycholinguistic Research, 25(6), 629-641.
9) Abu-Rabia, S. (1996). Are we tolerant enough to read each others’ culture? Educational Psychology, 16,
379-388.
10) Abu-Rabia, S. (1996). Druze minority students learning Hebrew in Israel: The relationship of attitudes,
cultural background, and interestingness of material with reading comprehension in a second
language. The Journal of Multilingual and Multicultural Development, 17(6), 4 15-426.
11) Abu-Rabia, S. (1997). Gender differences among Arab students in their attitudes towards Canadian
society and second language learning. The Journal of Social Psychology, 137, 125-128.
12) Abu-Rabia, S. (1997). Verbal and working memory skills of bilingual Hebrew-English speaking children.
International Journal of Psycholinguistics, 13, 25-40.
13) Abu-Rabia, S. (1997). Reading in Arabic orthography: The effect of vowels and context on reading
accuracy of poor and skilled native Arabic readers. Reading and Writing: An Interdisciplinary
Journal, 9, 65-78.
14) Abu-Rabia, S. (1997). Reading in Arabic orthography: The effect of vowels and context on reading
accuracy of poor and skilled native Arabic readers in reading paragraphs, sentences and isolated
words. Journal of Psycholinguistic Research, 26, 465-482.
15) Abu-Rabia, S. (1998). Learning Arabic by Jewish children in Israel. The Journal of Social Psychology,
138, 165-171.
16) Abu-Rabia, S. (1998). Reading Arabic Texts: Effects of text type, reader type, and vowelization. Reading
and Writing: An Interdisciplinary Journal, 10, 106-119.
17) Abu-Rabia, S. (1998). The learning of Hebrew by Israeli Arab students in Israel. The Journal of Social
Psychology, 138, 331-341.
18) Abu-Rabia, S. (1998) The influence of the Israel-Arab conflict on Israeli Jews learning Arabic as a third
language. Language, Culture and Curriculum, 11, 154-164.
19) Abu-Rabia, S. (1998). Attitudes and culture in second language learning among Israeli-Arab students.
Curriculum and Teaching 13, 13-30.
20) Abu-Rabia, S. (1999). The effect of Arabic vowels on the reading comprehension of second-and sixthgrade native Arab Children. Journal of Psycholinguistic Research, 28, 93-101.
21) Abu-Rabia, S. (1999) Towards a second language model of learning in problematic social contexts. Race,
Ethnicity and Education, 2, 109-125.
22) *Abu-Rabia, S. (1999). Identity and second language learning: The case of a Druse minority learning
8
Hebrew as a second language. Curriculum and Teaching, 14, 95-106.
23) *Abu-Rabia, S. (1999). Attitudes and psycholinguistic aspects of first language maintenance among
Russian immigrants in Israel. Educational Psychology, 19, 133-148.
24) *Abu-Rabia, S. (2000). Effects of exposure to literary Arabic on reading comprehension in a diglossic
situation. Reading and Writing: An Interdisciplinary Journal, 13, 147-157.
25) *Abu-Rabia, S. (2001). The role of vowels in reading Semitic scripts: Data from Arabic and Hebrew.
Reading and Writing: An Interdisciplinary Journal, 14, 39-59.
26) *Abu-Rabia, S. (2001) Testing the interdependence hypothesis among native adult-bilingual RussianEnglish students. Journal of Psycholinguistic Research, 30, 435-453.
27) *Abu-Rabia, S. (2002). Reading in a root-based morphology language: The case of Arabic. Journal of
Research in Reading, 25, 320-330.
28) *Abu-Rabia, S. (2002). Phonemic awareness and middle-ear disease among Bedouin Arabs in Israel.
Reading Psychology: An International Quarterly, 23, 289-296.
29) *Argaman, O., & Abu-Rabia, S. (2002). The influence of language anxiety on English reading and
writing tasks among Hebrew speakers. Language, Culture and Curriculum, 15, 143-160.
30) *Abu-Rabia, S., & Siegel, L.S. (2002). Reading, syntactic, orthographic, and working memory skills of
bilingual Arab Canadian children. Journal of Psycholinguistic Research, 31, 661-678.
31) *Abu-Rabia, S. (2003). The influence of working memory on reading and creative writing processes in
second language. Educational Psychology, 23, 210 -222.
32) *Abu-Rabia, S., Share, D., & Mansour, M. (2003). Word recognition and basic cognitive processes
among reading disabled and normal readers in the Arabic language. Reading and Writing: An
Interdisciplinary Journal, 16, 423-440.
33) *Abu-Rabia, S. (2003). Cognitive and social factors affecting the English reading comprehension of
Arab students learning English as a third language in Israel. Educational Psychology, 23, 347-360.
34) *Abu-Rabia, S. & Siegel, L. (2003). Reading and writing skills in three orthographies: Israeli-Arabs
learning Arabic, Hebrew and English. Reading and Writing: An Interdisciplinary Journal, 16, 611634.
35) *Abu-Rabia, S., & Kehat, S. (2004). The critical period for second language pronunciation: Is there such
a thing? Ten case-studies of late starters who attained a native-like Hebrew accent. Educational
Psychology, 24, 77-98.
36) *Abu-Rabia, S., & Awwad, Y. (2004). Morphological structures in visual word recognition: The case of
Arabic. Journal of Research in Reading, 27, 321-336.
37) *Abu-Rabia, S. (2004). Reading ability in Ethiopian learners of Hebrew: How important is phonemic
awareness? Language, Culture and Curriculum, 17, 196- 202.
38) *Abu-Rabia, S. (2004). Teachers' role, learners' gender difference and FL anxiety among 7 th grade
9
students studying English as a FL. Educational Psychology, 24, 711- 721.
39) *Abu-Rabia, S., & Taha, H. (2004). Reading and spelling error analysis of native Arabic dyslexic
readers. Reading and Writing: An Interdisciplinary Journal, 17, 651- 689.
40) *Abu-Rabia, S., & Maroun, L. (2005). The effect of consanguineous marriage on reading disability in
the Arab community. Dyslexia, 11, 1- 21.
ACCEPTED FOR PUBLICATION
41) *Abu-Rabia, S. (in press). Attitudes and basic academic skills in Arabic, Hebrew, English, and
Circassian: The case of Israeli Circassian minority in Israel. Language, Culture and
Curriculum.(special issue about the linguistic resources of Israel).
F.
CHAPTERS IN BOOKS
42) *Abu-Rabia, S. (2004). Dyslexia in Arabic. International Book of Dyslexia (Second Edition), edited by
Ian Smythe, John Everatt and Robin Salter (pp. 31- 38). Published by the British Association of
Dyslexia, John Wiley and Sons, UK.
43) *Abu-Rabia, S., & Taha, H. (in press). Reading in Arabic orthography. To appear in R.M. Joshi & P.G.
Aaron (Eds.), Handbook of orthography and literacy. Lawrence Erlbaum Associates
44)*Abu-Rabia, S. (in press). Introduction to a special issue: The linguistic resources of Israel. Language,
Culture and Curriculum.
I. OTHER SCIENTIFIC PUBLICATIONS
Abu-Rabia, S. et al. (1996). The Israeli Arab Educational System in Southern Israel (Technical Report No.
1). Tel Aviv: The Adva Center for Community Research (in Hebrew).
Abu-Rabia, S. (1998). Bilingual/Trilingual Education. Papers about Israeli Social Issues. The Institute for
Israeli Arab Studies, Israel (in Hebrew).
Abu-Rabia, S. (2000). Dyslexia: Diagnostic tools and remediation in Arabic. Nazareth, Alnahda
Publications (in Arabic).
Abu-Rabia, S. (1998). Cognitive and social factors affecting Arab students learning English as a third
language in Israel. Trends, 7, 70-102.
H. ARTICLES, BOOKS OR OTHER WORKS SUBMITTED FOR PUBLICATION
45) *Abu-Rabia, S., & Yaari, E. (submitted). Parent’s attitudes, behavior and the learning environment and
their influence on children’s early reading achievement. Reading and Writing: An Interdisciplinary
Journal.
46) *Abu-Rabia, S., & Taha, H. (submitted). Phonological errors predominate in Arabic spelling across
10
grades 1 to 9. Journal of Psycholinguistic Research.
47) *Abu-Rabia, S. (submitted). The role of morphology and short vowelization in reading morphological
complex words: The case of Arabic. Reading and Writing:An Interdisciplinary journal.
48)* Abu-Rabia, S. (submitted). The role of morphology and short vowelization in Reading Arabic of
normal and dyslexic readers in Grades 3, 6, 9, and 12. Journal of Psycholinguistic Research.
49)*Abu-Rabia, S., & Lanir, L. (submitted). Deficient syntactic control in reading disabled foreign language
learners: A case study. Dyslexia.
50)*Abu-Rabia, S., & Rahmoun- Zaher, N. (submitted). The development of basic reading skills in normal
and dyslexic native Arabic readers. Annals of Dyslexia.
51)*Abu-Rabia, S., & Sanitzky, I. (submitted). Superiority of bilingualism over monolingualism in learning
a third language. Reading Research Quarterly.
IN PREPARATION
*Abu-Rabia, S., & Elbaz, F., & Ashmuz, S. (in preparation). Dilemmas in the language education of
Circassians in Israel.
*Abu-Rabia, S., & Saliba, F. (in preparation). The role of roots and phonological patterns in reading Arabic
among dyslexic and normal Arabic readers.
*Abu-Rabia, S., & Khoon, D. (in preparation). The concurrent development of two Semitic languages
among Circassian students.
GUEST EDITOR OF SPECIAL ISSUES
*Guest editor of a special issue of the international journal of the Linguistic Institute of Ireland Language,
Culture and Curriculum, which will be devoted to linguistic resources of Israel, to appear in (2005).
REVIEWER OF REFEREED JOURNAL
Reading and Writing: An Interdisciplinary Journal
Educational Psychology
Language, Culture and Curriculum
Annals of Dyslexia
Dyslexia
Issues in Applied Linguistics.
RESEARCH CONTRIBUTION AND FUTURE RESEARCH PLANS
The last ten years I have been investigating various topics related to reading and
language education. I have investigated different aspects of second language
learning; social, cognitive and linguistic in our Israeli multicultural social context. I
think that my results are important contribution to second and third language
research and put the rich Israeli linguistic resources on the international research
11
agenda . I have tested linguistic aspects of first langugae and their transfer to second
and third language among Israelis and new immigrants in Israel, Ethiopians and
Russians and other ethnic minorities, Israeli Arabs and Israeli Circassians. Thus, I
think that I have used the Israeli linguistic resources in a positive direction as a
contribution to the international database. I have just finished editing a special issue
to the journal, Language, Culture and Curriculum entitled, " The Linguistic
Resources of Israel".
Furthermore, I have been researching other important topics; psycholinguistics of
Arabic as a language that has not been the focus of researhers until recently. I have
tested Arabic reading among skilled, regular, poor and dyslexic readers of different
ages. My findings in this area of reading Arabic are unique. These Arabic studies
pave the way to further studies and extend the reading theory today to a more
comprehensive reading theory that considers results of orther orthographies. I have
investigated some important factors in the reading of Arabic and the dyslexia
phenomenon. In addition, I have tested the similarities and the differences between
different phenomena in Latin alphabet and other orthographies like Arabic and
Hebrew as Semitic orthographies.
My on going research studies are focusing on the role of morphology and
phonology (short vowels) in the development of reading and spelling among regular
and dyslexic native Arabic readers. Other studies are focusing on error analysis of
reading and spelling among native Arabic speakers, regular and dyslexic readers. I
am testing the reading of Arabic in a developmental approach taking almost all ages
and academic levels in order to screen the difficulties and try to illustrate the
differences and the similarities between reading and dyslexia of the Roman
Alphabet and other orthographies like Arabic. In my opinion, this is considered a
real contribution to "cross-cultural reading theory"..
Furthermore, I am conducting more research on dyslexia across different languages
(see Abu-Rabia & Siegel, 2000 dyslexia in English and Arabic). I am testing
dyslexia among Russians in three languages compared to regualr readers ( Russian,
Hebrew and English). Further, I am aiming to continue the research about dyslexic
readers learning more than one or two languages, and the way it affects their skills
in these different languages. One of my studies to answer this question was
conducted with Siegel (2002) and one is an on going study that I am conducting
these days with a pre and post design among Russian new immigrants. This kind of
research will answer a very important issue in second/foreign language acquisition.
In addition, a developmental study using a computerized program (prime and target)
testing the development of reading in Arabic orthography among different ages,
from grade 3 to grade 11. It’s a continuation of the Abu-Rabia and Awwad's (2004)
study. It tests the relative contribution of morphological structures (roots ) to the
acceleration of reading compared to the cntribution of phonological word patterns.
This is in addition to a new study that I have just started, testing eye- movements in
Arabic orthography as compared to other languages, this is to test the visualorthographic load of the Arabic language on visual cognitive processing.
Furthermore, a special study that we have started a few years ago (see Abu-Rabia &
Maroun (2005) about blood-related marriages and reading disabilities in the Arab
community. We are drilling deeper in this topic to cover aspects that we did not test
12
before. Our goal is to locate some subtypes of reading disabilities.
IMPACT FACTOR
With impact factor
Reading and Writing: An Interdisciplinary Journal
1.12
5 articles
Journal of Psycholinguistic Research
0.875
2 articles
Educational Psychology
1.696
5 articles
Without impact factor
Dyslexia
1 article
The Dyslexia journal is an international referred journal of research and practice. It is a well known and a
prestigious journal for its professional selection of the articles and the well known scholars who publish their
scientific work in this respectable journal. According to the editor Prof. Angella Fawcett the rejection rate of the
journal is above 85%.
Journal of Research in Reading
2 article
The above journal is a leading journal in the area of reading in Europe. Many of the famous names in the
area of reading publish their work in this journal. I belive that because this is a small population of
researchers in this area where its effect on citation is also small. I have published one article in this journal.
According to the editor, the rejection rate is above 80%.
Language, Culture and Curriculum
4 articles
The above journal is a top one in the area of language, culture and curriculum. Some of the top scholars in
the area are on the editorial board, James Cummins from OISE-Canada. It reflects unique cultural issues
in relation to language and minorities. There are two major journals in this area and the mentioned journal is
one of them. Many top scholars usually publish their research work in this journal, Richard Clement, Johan
Edwards, Sharon Lapkin and others. The rejection rate according to the editor is above 85%.
Reading Psychology: An International Quarterly
1 article
Thie above journal is a leading journal in reading. Many top scholars have published their work in it. Their last issue
icludes many of the work of the best researchers in the area of phonology, morphology and other aspects of reading.
I have published one article in this jounal. Rejection rate according to the editor is above 75%.
Curriculum and Teaching
1 article
The above journal is devoted to improve teaching and pedagogical issues related to langugaes, schooling and
instruction. This is one of the good and leading journals that focus on impirical teaching and pedagogy and less on
theoritical aspects of teaching and learning.
13