Shalhoub-Awwad, Y. & Leikin, M. (2016). The lexical status of the root in processing morphologically complex words in Arabic. Scientific Studies of Reading. 20 (4), 296-310.

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Bar-On, A., Shalhoub-Awwad, Y., & Tuma-Basila, R. (2018). Contribution of   phonological and morphological information in reading Arabic: A developmental perspective. Applied Psycholinguistics. 39(6), 1253-1277.

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Shalhoub-Awwad, Y. (2020). The role of nominal word pattern in Arabic reading acquisition: insights from cross-modal priming. Scientific Studies of Reading, 24(4), 307-320.

https://heyzine.com/flip-book/e04d42dbe7.html

Silawi, R., Shalhoub‐Awwad, Y., & Prior, A. (2020). Monitoring of reading comprehension across the first, second, and third Language: domain‐general or language‐Specific?  Language Learning, 70(3), 886-922.

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Yassin, R., Share, D. L., & Shalhoub-Awwad, Y. (2020). Learning to spell in Arabic: The impact of script-specific visual-orthographic features. Frontiers in Psychology, 11, 2059.

https://heyzine.com/flip-book/21ec2b7cd9.html

Egbaria-Ghanameh, H., Ghanameh, R., Shalhoub-Awwad, Y., Adi-Japha, E., & Karni, A. (2020). Recitation and listening to nursery rhymes in the familiarization with a literary language in kindergarteners: no kids' stuff. Developmental Psychology, 56(12), 2195.

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Shalhoub-Awwad, Y., & #Khamis-Joubran, M. (2021). Distribution of nominal patterns and roots in spoken Arabic: A developmental perspective in early childhood. Journal of Child Language, 48(3), 569-590.

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Egbaria-Ghanameh, H., ##Ghanameh, R., Shalhoub-Awwad, Y., & Karni, A. (2021). Recitation as a structured intervention to enhance the long-term verbatim retention and gist recall of complex texts in kindergarteners. Journal of Experimental Child Psychology, 203, 105054.

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Egbaria-Ghanameh, H., Ghanameh, R., Shalhoub-Awwad, Y., & Karni, A. (2021). A Long-term benefits after a rhyme-repetition based intervention program for kindergarteners: better reading and spelling in the 1st grade. Developmental Psychology, 58(2), 252.

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Shalhoub-Awwad (2022). The role of verbal-word pattern in Arabic reading acquisition: insights from cross-modal priming. Reading and Writing, 24(4), 307-320.

https://heyzine.com/flip-book/88a9350df8.html

Joubran-Awadie, N., & Shalhoub-Awwad, Y. (2023). Mapping the morphological distance between spoken Palestinian Arabic and modern standard Arabic and its implications for early reading acquisition. First language, 43(2), 200-230.

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Mansour‑Adan, J., Khateb, A., Shalhoub-Awwad, Y., & Cohen-Mimran, R (2023). The different linguistic profiles in Arabic speaking kindergarteners and relation to emergent literacy. Reading and Writing 36(10), 2577-2603.

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Mansour‑Adwan, J., Khateb, A., Shalhoub-Awwad, Y., & Cohen-Mimran, R. (2023). Reading in kindergarten Arabic-speaking children with low linguistic skills: A longitudinal study. Applied Psycholinguistics,36(10), 2577-2603.

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Shalhoub-Awwad, Y., & Cohen-Mimran, R. (2024). On the role of morphology in early spelling in Hebrew and Arabic. Morphology, 34(2), 151-172.

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Joubran-Awadie, N., & Shalhoub-Awwad, Y. (2025). The impact of verb inflectional distance on morphological awareness in Arabic diglossia: Insights from a longitudinal study (kindergarten to grade 3). Journal of Speech, Language, and Hearing Research, 68(3S), 1424-1440.

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Jabbour-Danial, M., Share, D. L., & Shalhoub-Awwad, Y. (2024). Not just phonology: a longitudinal study of dyslexia subtypes based on the distinction between reading accuracy and reading rate. Frontiers in Psychology, 3, 1390391.

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Yassin, R. & Shalhoub-Awwad, Y. (in press). Characteristics of early spelling errors in Arabic: The impact of visual-orthographic features. Reading and Writing.

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