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Semantic activation during reading Hebrew words by native Arabic-speaking students.

Haitham Taha1,2, Raphiq Ibrahim3

  • 1The Learning Disabilities Department and the Cognitive Lab for Reading and Learning Research, Sakhnin College for Teacher Education, Sakhnin, Israel.

Applied Neuropsychology. Child
|February 23, 2025
PubMed
Summary

Learning the meaning of unfamiliar Hebrew words significantly improved reading speed and accuracy for native Arab readers. Semantic activation aids in decoding new written words.

Keywords:
ArabicHebrewSemantic activationreadingsecond language

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Area of Science:

  • Psycholinguistics
  • Second Language Acquisition
  • Cognitive Psychology

Background:

  • Reading acquisition involves both phonological and semantic processing.
  • Understanding the role of semantic activation is crucial for reading unfamiliar words.
  • Previous research has explored phonological processing, but the impact of semantic activation needs further investigation.

Purpose of the Study:

  • To investigate the effect of semantic activation on reading unfamiliar Hebrew words.
  • To compare reading performance after learning word meanings versus learning pronunciations.
  • To assess the contribution of semantic knowledge to reading aloud novel words.

Main Methods:

  • Thirty native Arab readers (mean age 12.57) participated.
  • Two training conditions: learning meanings (semantic) or pronunciations (phonological) of unfamiliar Hebrew words.
  • Participants read trained and untrained (control) words; reading speed and accuracy were measured.

Main Results:

  • Reading speed was significantly faster in the semantic condition compared to phonological and control conditions.
  • Reading accuracy was significantly higher in the semantic condition.
  • Both semantic and phonological training improved reading compared to the control, but semantic training yielded superior results.

Conclusions:

  • Semantic activation plays a critical role in facilitating the reading of unfamiliar written words.
  • Explicitly learning word meanings enhances reading performance more than learning pronunciations alone.
  • Findings support the integration of semantic processing in reading models for second language learners.