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

Abstract

The current study investigated the role of semantic activation on the reading of non-familiar Hebrew words by native Arab readers. Thirty typical native Arab readers participated in the study (age 12.57 ±.26). In one condition, which was defined as the semantic condition, the participants were orally trained to learn the meanings of twenty non-familiar words (Uncommon words that were defined by expert language judges as not appropriate for the participants' reading age). While in another condition, the participants were orally trained to learn only the pronunciation of another twenty non-familiar Hebrew words (the phonological condition). During the training trails, the participants were not exposed to the written form of the words at all, as the training was conducted solely in an auditory manner. Following the training trials, participants were presented with the written forms of the words and were asked to read the words along with an additional twenty non-familiar words that were not trained at all (the control condition). Reading accuracy and speed were measured. The results indicated faster speed and higher accuracy levels in reading for the semantic condition. The findings were discussed in the context of the contribution of semantic activation to reading aloud unfamiliar written words.