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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).
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Haitham Taha (2023) Differences in Detecting Statistical Visual Regularities between Typical and Poor Readers, Reading Psychology
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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
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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).
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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.
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Taha, H. How Can Orthographic Representations in Arabic Contribute to Phoneme Awareness Development?. J Psycholinguist Res (2022).
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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.
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Haitham Taha (2021) How semantic knowledge enhances word recognition? New evidence from struggling readers performances, Applied Neuropsychology: Child
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Taha, H. & Taha, H. (2020). Morpho-orthographic preferences among typical and poor native Arab readers. Writing Systems Research.
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Taha, H. (2019). The role of semantic activation during word recognition in Arabic. Cognitive Processing.
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Taha, H. & Khalil, M. (2019). Verbal and visual memory performances of children with moderate-into-severe asthma. Polish Psychological Bulletin.
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Taha, H. & Khateeb, H. (2018). Statistical Learning and Orthographic Preferences among Kindergarten and First Native Arab Graders. Writing Systems Research.
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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.
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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
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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.
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Taha, H. (2017). Poor executive functions among children with moderate-intosevere asthma: evidence from WCST performance. Frontiers Psychology, 8.
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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
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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
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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).