פרופ' היתאם טאהא

Taha, H., Taha, H. & Shaheen, H. The Effect of the Linguistic Status of Text Previewing in Arabic on the Reading Comprehension Outcomes Among Second and Sixth Grade Native Arabs Readers: A Cross-Sectional View. J Psycholinguist Res (2023).

Haitham Taha (2023) Differences in Detecting Statistical Visual Regularities between Typical and Poor Readers, Reading Psychology

Gubair Tarabeh, Haitham Taha & Shimon Sapir (2023) How Arabic diglossia affects the performances on phonological working memory tasks: Research evidence among first graders, Applied Neuropsychology: Child

Asadi, I.A., Vaknin‑Nusbaum, V. & Taha, H. The Role of Morphological Decomposition in Reading Complex Words in Arabic in Elementary School Years. J Psycholinguist Res (2023).

Thomure, H. T., Brown, G., Speaker, R., Taha, H., Tamim, R., & O’ Neill, N. (2022). Arabic reading fluency rates: An exploratory study. Gulf Education and Social Policy Review, 3(1), 1–24.

Taha, H. How Can Orthographic Representations in Arabic Contribute to Phoneme Awareness Development?. J Psycholinguist Res (2022).

Taha, H. & Asos-abu Riziq, F. (2021). Not completed but still identified: orthographic closure and word recognition among poor and typical native Arab readers". Cognitive Processing.

Haitham Taha (2021) How semantic knowledge enhances word recognition? New evidence from struggling readers performances, Applied Neuropsychology: Child

Taha, H. & Taha, H. (2020). Morpho-orthographic preferences among typical and poor native Arab readers. Writing Systems Research.

Taha, H. (2019). The role of semantic activation during word recognition in Arabic. Cognitive Processing.

Taha, H. & Khalil, M. (2019). Verbal and visual memory performances of children with moderate-into-severe asthma. Polish Psychological Bulletin.

Taha, H. & Khateeb, H. (2018). Statistical Learning and Orthographic Preferences among Kindergarten and First Native Arab Graders. Writing Systems Research.

Eviatar, Z., Schwartz, M., & Taha, H. (2018). Metalinguistic Awareness and Literacy among Semitic-bilingual Learners: A Cross-Language Perspective. Reading and Writing: An Interdisciplinary Journal.

Asadi, I. A., Khateb, A., Ibrahim, R., & Taha, H. (2017). How do different cognitive and linguistic variables contribute to reading in Arabic? A cross-sectional study from first to sixth grade. Reading and Writing, 30(9), 1835-1867

Taha, H., & Azaizah-Seh, H. (2017). Visual word recognition and vowelization in Arabic: new evidence from lexical decision task performances. Cognitive Processing, 18(4), 521-527.

Taha, H. (2017). Poor executive functions among children with moderate-intosevere asthma: evidence from WCST performance. Frontiers Psychology, 8.

Saiegh-Haddad, E., & Taha, H. (2017). The Role of Morphological and Phonological Awareness in the Early Development of Word Spelling and Reading in Typically Developing and Disabled Arabic Readers. Dyslexia, 23(4), 345-371

Eviatar, Z., Schwartz, M., & Taha, H. (2017). Word Learning by Young Sequential Bilinguals: Fast Mapping in Arabic and Hebrew. Applied Psycholinguistics, 39(3), 649-674

Taha, H. (2017). The impact of orthographic features of the written Arabic on reading and spelling acquisition. In: A. Chakery (Ed). Teaching reading in Arabic: new developments (188-205). Ifrane University Publications: Rabat, Morocco. (In Arabic).