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Kahn-Horwitz Janina

ראשת החוג לשפה וספרות אנגלית

 

 

Dr. Janina Kahn-Horwitz

Ph.D. – University of Haifa, Israel 2001

 

janina_k@oranim.ac.il

 

 

Areas of Interest and Specialization

Early Literacy Acquisition in English as a Foreign Language (EFL)

Spelling Development in English as a Foreign Language

Cross-Linguistic and Orthographic Influences on EFL Literacy Acquisition

Self-Teaching in the Context of EFL Literacy Acquisition

Individual Differences in English as a Foreign Language Acquisition

EFL Teacher Orthographic Related Content Knowledge and Teacher Perceptions 

Academic Position  

Senior Lecturer 2014

Articles in Refereed Journals (English)

Kahn-Horwitz, J. (2015). ‘Organizing the mess in my mind’: EFL teachers’ perceptions and knowledge of English orthography. Reading and Writing: An Interdisciplinary Journal, 28(5), 611-631.

 

Kahn-Horwitz, J., Kuash, S., Ibrahim, R., & Schwartz, M. (2014). How do previously acquired languages effect acquisition of English as a foreign language: The case of Circassian. Written Language and Literacy, 17(1), 40-61.

 

Schwartz, M., Kahn-Horwitz, J., & Share, D. L., (2013). Orthographic learning and self-teaching in a bilingual and biliterate context. Journal of Experimental Child Psychology, 117, 45-58.

 

Russak, S., & Kahn-Horwitz, J. (2013). English foreign language spelling: Comparisons between good and poor spellers. Journal of Research in Reading, 38 (3), 307-330.

 

Ibrahim, R., Schwartz, M., Kahn-Horwitz, J., & Leikin, M. (2013). Bi-cultural aspects of second language learning in the bilingual context. Asian EFL Journal, 15(4), 64-88.

 

Kahn-Horwitz, J., Sparks, R. L., & Goldstein, Z. (2012). English as a foreign language spelling development: A longitudinal study. Applied Psycholinguistics, 33(2), 343-363.

 

Kahn-Horwitz, J. (2011). A review of Chemda Benisty’s book: A lexical syllabus for teaching English in junior high school: Improving vocabulary acquisition. Dvarim, 4, 164-166.

 

Kahn-Horwitz, J., Schwartz, M., & Share, D. L. (2011). Acquiring the complex English orthography: A tri-literacy advantage? Journal of Research in Reading, 34(1), 136-156.

 

Kahn-Horwitz, J., Shimron, J., & Sparks, R. L. (2006). Weak and strong novice readers of English as a foreign language: Effects of first language and socioeconomic status. Annals of Dyslexia, 56 (1), 161-186.

 

Kahn-Horwitz, J., Shimron, J., & Sparks, R. L. (2005). Predicting foreign language reading achievement in elementary school students. Reading and Writing: An Interdisciplinary Journal, 18 (6), 527-558.

 

Kahn-Horwitz, J., Roffman, N., & Teitelbaum, T.G. (1998). Facing the Challenges of learning English as a foreign language in Israel: In response to Ganschow, Sparks and Schneider. Dyslexia, 4, 169-174. 

 

Articles in Refereed Journals (Hebrew)

Kita, B., & Kahn-Horwitz, J. (2003). Teaching English as a foreign language to learning disabled students who have been integrated into regular classes. Issues in Special Education and Rehabilitation, 18(2), 25-36.

 

Chapters in Books

Kahn-Horwitz, J., Sparks, R. L., & Goldstein, Z. (2012). Relevance of the linguistic coding difference hypothesis to English as an additional language literacy in Israel. In M. Leikin, M. Schwartz, & Y. Tobin (Eds.) Current issues in bilingualism (pp. 21-42). NY: Springer.

קורות חיים

השכלה אקדמית

התואר

חוג/מחלקה/פקולטה

מוסד אקדמי

שנת קבלת תואר

Ph.D. / D.Sc. (דוקטור)

פקולטה לחינוך

אוניברסיטת חיפה

2001

M.A. / M.Ed. / M.Sc. (מוסמך)

פקולטה לחינוך

אוניברסיטת חיפה

1995

B.A. / B.Ed. / B.Sc.

סוציולוגיה, פילוסופיה

אוניברסיטת "ויטווטרסרנד", יוהנסבורג, דרום אפריקה

1985

תעודת הוראה

מכון לחינוך ריפויי

מכללת לחינוך ע"ש דוד ילין

1990

מומחיות אקדמית

אנגלית כשפה זרה, הבדלים בינאישיים, ידע אורתוגרפי, רכישת קרוא וכתוב


English as a Foreign Language, individual differences, Orthographic knowledge, Reading and writing acquisition

הוראה

במכללת אורנים

  • תהליכי רכישת שפה זרה וליקויי למידה, חינוך אנגלית 2000-2013    
  • אורתוגרפיה של השפה האנגלית, חוג לשפה וספרות אנגלית, 2009-2013
  • רכישת שפה, חוג לשפה וספרות אנגלית, 2011-2013
  • קשיי למידה: השלכתם על רכישת שפות נוספות, תואר שני, שפות, 2006-2013
  • אתגרים בכתיב האנגלית, תואר שני, שפות, 2011-2013
  •  מבוא לליקויי למידה, MTeach, 2011-2013      
  • סדנת מחקר שדה, MTeach, 2011-2013

מחוץ למכללה

  • רכישת שפה זרה ללקויי למידה, מכללת גורדון, אנגלית, 2000-2011 
  • אבחון בלתי פורמאלי באנגלית, מכללת גורדון, אנגלית 2003-2011 
  • סדנה טיפולית ללקויי למידה באנגלית, מכללת גורדון, הסבה "אנגלית כשפה זרה וליקויי למידה" 2003- 2004 
  • ניתוח תהליכי הוראה לליקויי למידה באנגלית, מכללת גורדון, הסבה "אנגלית כשפה זרה וליקויי למידה", 2003- 2004 
  • רכישת קריאה וכתיבה בשפה זרה, מכללת גורדון, אנגלית, 2004-2011
  • עקרונות דידקטיים בחינוך מיוחד הקשורות להוראת אנגלית כשפה זרה, מכללת גורדון, הסבה "אנגלית כשפה זרה וליקויי למידה", 2003-2004. 
  • אנגלית כשפה זרה – פרספקטיבה קלינית 2005-2013 אוניברסיטת חיפה, חוג ללקויות למידה.

רשימת פרסומים

נושאי תיזה

עבודת הדוקטורט ( .Ph.D. / D.Sc) - בעברית ובאנגלית

  ניבוי גורמי הצלחה לרכישת קריאה בשפה זרה (אנגלית) על ידי תלמידים דוברי עברית בבית ספר היסודי בישראל.

 Identifying the best reading related predictor variables for English Foreign Language reading achievement in elementary school age Hebrew speakers.

עבודת תיזה למאסטר (.M.Sc. / M.A) - בעברית ובאנגלית

    השפעת הניקוד על זמן קריאה, הבנת הנקרא וכתיב אצל ילדים בכיתות ג', ד' ו-ה'. 

  Developmental effects of reading without vowels

מאמרים

כתבי עת מדעיים ומקצועיים או פרקים בספרים

 Articles in Refereed Journals

 

Published  

For numbers 3, 4 and 6, the order of the listed authors appears according to their relative contribution

  1. Ibrahim, R., Schwartz, M., Kahn-Horwitz, J., & Leikin, M. (2013). Bi-cultural aspects of second language learning in the bilingual context. Asian EFL Journal, 15, 4.
  2. Kahn-Horwitz, J., Roffman, N., & Teitelbaum, T.G. (1998). Facing the Challenges of learning English as a foreign language in Israel: in Response to Ganschow, Sparks and Schneider. Dyslexia, 4, 169-174.  I. F.: 1.116, Ranking 2011 13/37 (Education Special), 25/67 (Rehabilitation), 26/51 (Psychology Educational)
  3.  Kahn-Horwitz, J., Shimron, J., & Sparks, R. L. (2005). Predicting foreign language reading achievement in elementary school students. Reading and Writing: An Interdisciplinary Journal, 18, 6, 527-558. I. F.: 1.444

Kahn-Horwitz, J., Shimron, J., & Sparks, R. L. (2006). Weak and strong novice readers of English as a foreign language: Effects of first language and socioeconomic status. Annals of Dyslexia, 56, 1, 161-186. I. F.: 1.478

Kahn-Horwitz, J., Schwartz, M., & Share, D. L. (2011). Acquiring the complex English orthography: A tri-literacy advantage? Journal of Research in Reading, 34(1), 136-156. I. F.: 1.113, Ranking 2008: 26/112 (Education and Educational Research), 19/42 (Educational Psychology)
Kahn-Horwitz, J., Sparks, R. L., & Goldstein, Z. (2012). English as a Foreign Language spelling development: A longitudinal study. Applied Psycholinguistics, 33(2), 343-363, doi:10.1017/S0142716411000397. I. F.: 0.95, 46/151 (Linguistics), 74/84 (Psychology, Experimental)

  1. Kahn-Horwitz, J., Sparks, R. L., & Goldstein, Z. (2012). Relevance of the Linguistic Coding Difference Hypothesis to English as an Additional Language Literacy in Israel. Current Issues in Bilingualism (pp. 21-42). NY: Springer.

Russak, S. & Kahn-Horwitz, J. (2013). English foreign language spelling: Comparisons between good and poor spellers.Journal of Research in Reading, doi: 10.1111/jrir.12009. I. F.: 1.25, Ranking 2008: 26/112 (Education and Educational Research), 19/42 (Educational Psychology) 

קיטה, ב., & קהן-הורביץ, ג'. (2003). הוראת אנגלית כשפה זרה לתלמידים בעלי לקות למידה המשולבים בכיתה רגילה. סוגיות בחינוך מיוחד ובשיקום, 18, 2, 25-36.

 

 

בהליכי כינוס

בכנס "מוח ולמידה" – מכללת גורדון לחינוך. נושא: התערבות קלינית בלימוד אנגלית כשפה זרה – ניתוח מקרה, אפריל 2003. 

בכנס "סקריפט" – האגודה הישראלית לאוריינות. נושא: מנבאי הצלחה בטווח ארוך של כתיב באנגלית אצל תלמידים דוברי עברית בחטיבת הביניים. זיכרון יעקוב, יולי 2004.

בכנס "ETAI " – הארגון למורות אנגלית בישראל. נושא: אבחון תלמידים עם ליקויי למידה באנגלית כשפה זרה- פרויקט לאיסוף נתונים. חיפה, יולי 2005.

בכנס המדעי התשיעי באורנים. נושא: תכנית התערבות רב-שנתית לשיפור למידת השפה האנגלית בפריפריה והשפעתה על הישגי התלמידים בשנה הראשונה: מחקר הערכה. (נכתב יחד עם דר' ניר רסיסי). טבעון, יוני, 2008.

בכנס אוריינות ושפה – האגודה הישראלית לאוריינות. נושא: התפתחות קריאה באנגלית כשפה נוספת – ממצאי רוחב מכיתות ה' עד י'. (נכתב יחד עם דר' זהבה גולדשטיין). אוניברסיטת חיפה, ספטמבר 2008.

בכנס "ACROLT" – ועדה אקדמית למחקר על אבחון בשפה.כתב יחד עם דר' סוזי רוסק). אוניברסיטה הפתוחה, רעננה, ספטמבר 2008. נושא:  The use of a developmental stage model in the assessment of spelling in a foreign language.

בכנס "ETAI " – הארגון למורות אנגלית בישראל. נושא: קשיי למידה ורכישת אנגלית – מכשולים ואתגרים. הרצאה מוזמנת. חיפה, אפריל 2009

בכנס אוריינות ושפה – האגודה הישראלית לאוריינות. נושא: מודעות מורפולוגית וקריאה באנגלית כשפה נוספת. (נכתב יחד עם דר' זהבה גולדשטיין). נווה אילן, ספטמבר 2009.

בכנס אוריינות ושפה – האגודה הישראלית לאוריינות. נושא: רכישת קרוא וכתוב באנגלית – עד כמה אוריינות בשפה ראשונה ושנייה מסייעות? (נכתב יחד עם דר' מילה שוורץ ופרופ' דיויד שר). אוניברסיטת חיפה, יולי 2010.


בכנס אוריינות ושפה – האגודה הישראלית לאוריינות. נושא: לימוד עצמי באנגלית כשפה זרה. (נכתב יחד עם דר' מילה שוורץ ופרופ' דיויד שר). אוניברסיטת חיפה, יולי 2010. 

  בכנס "ETAI " (הארגון למורות אנגלית בישראל) הבינלאומי השישי – נושא: Acquiring English literacy: Does L1 literacy knowledge help or hinder? , ירושלים, יולי 2010.

דוחות מחקר

  1. Ressissi, N. & Kahn-Horwitz, J. (2007). Evaluation of an English Literacy Intervention Project in 3 municipal areas in the Central Galilee., Oranim: Research Authority, 55 pages. (In Hebrew)
  2. Kahn-Horwitz, J. (2006). Formative evaluation of the M.Ed. languages program (English and Arabic) from students' perspectives. Oranim: Research Authority, 50 pages. (In Hebrew) 

הצגה בכנסים מדעיים

Role

Subject of  Lecture/Discussion

Place of Conference

Name of Conference

Date

presenter

Predicting EFL reading acquisition success amongst elementary school Hebrew L1 speakers

Stockholm, Sweden

The Society for the Scientific Study of Reading

July 2000

presenter

Linguistic characteristics of the weak EFL reader

Washington D.C., U.S. A.

Multilingual and Cross-Cultural Perspectives on Dyslexia

June

2002

presenter

Assessment tools for decoding in English

Warwick, England

Dyslexia: The Dividends from Research to Practice

March 2004

presenter

Predictors of EFL spelling

Toronto, Canada

The Society for the Scientific Study of Reading

July 2005

presenter

Predictors of EFL reading from a longitudinal perspective

Vancouver, Canada

The Society for the Scientific Study of Reading

*July 2006

presenter

Reading development in English as an additional language

Boston, U.S.A.

The Society for the Scientific Study of Reading

*June 2009

presenter

Weak versus strong high school readers of English as an additional language: First language effects

Berlin, Germany

The Society for the Scientific Study of Reading

*July 2010

presenter

Spelling development in English as a foreign language: Comparisons between good and poor spellers

Florida, U.S.A.

The Society for the Scientific Study of Reading

*July 2011

presenter

Phonological and orthographic proximity: Circassian children acquiring English literacy

University Koblenz, Landau, Germany

LAUD Symposium

*March, 2012

 

Role

Subject of  Lecture/Discussion

Place of Conference

Name of Conference

Date

presenter

Longitudinal predictors of EFL spelling amongst middle school L1 Hebrew speakers

Zichron Yaacov

Israel Literacy Association (SCRIPT) Conference

July 2004

presenter

Assessing children with learning difficulties in English: A pilot study

Haifa

ETAI (English Teachers' Association) Conference

July 2005

presenter

EFL reading development – findings from 5th to 10th graders

Haifa

Israel Literacy Association Conference

*September 2008

presenter

The use of a developmental stage model in the assessment of spelling in a foreign language

 

Raanana

ACROLT

*September 2008

Invited lecture

Learning difficulties and the acquisition of English: Obstacles and challenges.  

Haifa

ETAI (English Teachers' Association) Conference

*April 2009 

presenter

Morphological awareness and reading in English as an additional language

Nevei Ilan

Israel Literacy Association Conference

*September 2009

presenter

Acquiring reading and writing in English: L1 assistance or interference?

 

Haifa

Israel Literacy Association Conference

*July 2010

presenter

Self-teaching in English as a foreign language

 

Haifa

Israel Literacy Association Conference

*July 2010

presenter

Acquiring English literacy: Does L1 literacy knowledge help or hinder?

 

 

Jerusalem

ETAI 6th International Conference (English Teachers' Association

*July 2010

Invited lecture

How knowledge of Hebrew, Arabic, Russian and/or Circassian helps or creates challenges in learning to read and spell English

 

Nazareth

Ministry of Education Regional Conference for Elementary and Junior High School English Teachers

*March 2012

Invited lecture

The impact of Hebrew, Arabic, Circassian and Russian on English as a Foreign Language reading and spelling acquisition.

Haifa

The Linguistics of Reading in EFL: The role of L1 

*May 2012

presenter

Do EFL teachers have the necessary orthographic knowledge to facilitate EFL literacy acquisition?

Kiryat Ono

Israel Literacy Association Conference

July 2013

הנחיית סטודנטים לתארים מתקדמים

                                                                                                                                                          Students' Achievements

 

Date of Completion /

in Progress

Degree

Title of Thesis 

Name of Student

 

October 2007

M.Ed.

 

Intervention model for acquiring L2 Arabic reading and writing amongst L1 Hebrew at-risk learners

 

Ortal Eylon Ben-David

 

October, 2007

M.Ed

Implementation of an English Foreign Language multi-sensory structured language program amongst a small group of Hebrew L1 at-risk learners

 

Julie Skiddell

 

November 2007

M.Ed.

Effectiveness of an English Foreign Language multi-sensory structured reading approach amongst a diagnosed learning disabled group of 5th grade Arab first language students

Amal Masad-Yemini

 

June 2008

University of Haifa, Department of Learning Disabilities, M.A.

The relationship between phonological skills and the use of cognates for initial vocabulary acquisition of English as a foreign language

 (shared supervision with Prof. David Share)

Lilach Temelman-Yogev

Studying towards her Ph.d. at Bar Ilan University

November 2009

M.Ed.

L1 predictors of English Foreign Language reading amongst Arab high-school students from low socio-economic backgrounds

 

Mona Saba

 

August 2011

M.Ed.

An intervention program for an EFL low-level, mixed ability group

Debbie Poplinger

 

October 2011

M.Ed.

Knowledge of English orthographic patterns and word reading amongst Arabic L1 – 7th grade junior high school students

Frieda Abu-Varda

 

November 2011

M.Ed.

English Literacy Acquisition Amongst Circassian Students: Challenges or Benefits

Sara Kuash

 

December 2011

M.Ed.

The Impact of Spelling Instruction on Reading Speed and Accuracy amongst EFL Middle School Students.

Batsheva Cohen

Studying towards her Ph.d. at the University of Haifa

January 2012

University of Haifa, Department of Learning Disabilities, M.A.

The Effect of Reading Acceleration Training on the Reading Ability of English Foreign Language Learners

(shared supervision with Prof. Zvia Breznitz)

Stephanie Fuchs

 

November 2012

M.Ed.

Designing a learning center for the remediation of EFL students at the high school level

Anne Friedman

 

June 2013

M.Ed.

Explicit teaching of spelling in EFL fourth grade classes

Sabreen Azmi

 

June 2013

M.Ed.

A multisensory encodable EFL primer program for pupils with dyslexia

Maartje Shmidt-Shilo

 

In progress

University of Haifa, Department of Learning Disabilities, M.A.

EFL computerized didactic assessment tool  for the purpose of identifying gaps in

lower level reading skills (shared supervision with Prof. Zvia Breznitz)

Aliza Yakir

 

In Progress

University of Haifa, Department of Learning Disabilities, Ph.d.

The Effect of Orthographic Based and Content Based Reading Acceleration Training on the Reading Ability of English Foreign Language Learners (shared supervision with Dr. Tami Katzir)

Stephanie Fuchs

פעילות מקצועית/חינוכית/אקדמית, פיתוח וייזום

  1. 2002 – יוזמת ומארגנת כנס בנושא: "תהליכי לימוד שפה זרה אצל תלמידים וסטודנטים בעלי
  2. ליקויי למידה" במכללת גורדון, חיפה
  3. 2008 - מחקר חלוץ - פיתוח נורמות לכלים לאבחון דידקטי באנגלית (יחד עם דר' זהבה גולדשטיין). קבלתי ממון חלקי לבצע את מחקר החלוץ הזה ממשרד החינוך (יוזמות פדגוגיות) יחד עם מכללת אורנים.

תפקידים אקדמיים במכללה/אוניברסיטה

במכללת אורנים

מרכזת תכנית הרחבת הסמכה: "אנגלית כשפה זרה וליקויי למידה" במכללת אורנים (2002-2010).

מרחב אישי

 Summary of my Activities and Future Plans 

   Since the start of my Ph.D., I have researched first language (L1) and additional language predictors of English as a foreign language (EFL) and literacy. I started off examining overall first and foreign language predictors such as semantic, morphological, orthographic, and phonological components for fourth grade Hebrew L1 (Kahn-Horwitz, Shimron, & Sparks, 2005) and 11th grade Arabic L1 (Saba & Kahn-Horwitz, in preparation) students. Five years after I studied Hebrew L1 beginner EFL learners, I returned and examined 77 of the original 145 students from a longitudinal perspective. I examined L1 as well as EFL predictors of 9th grade EFL reading (Kahn-Horwitz, Sparks, & Goldstein, 2012). Finally, eight years later I examined the spelling of the same group of original participants enabling me to examine L1 and EFL predictors of English spelling at three points in the nine years of EFL study at schools (Kahn-Horwitz, Sparks, & Goldstein, 2012).

Recently, I have begun examining more specific finer grained studies. These studies pay particular attention to both orthographic characteristics of first and foreign languages and to the distance between first, second and foreign languages. I have investigated how linguistic and orthographic characteristics of initial languages (Hebrew and Russian) as well as the distance between first and additional languages (Hebrew versus Russian and English) impact on the foreign language literacy acquisition process (Kahn-Horwitz, Schwartz, & Share, 2011; Schwartz, Kahn-Horwitz, & Share, under review). I have  extended this research by looking at the orthographic and phonemic distance between L1 Arabic and L1 Circassian and English and seeing the impact of this distance on English literacy acquisition for L1 Circassian and Arabic children (Kahn-Horwitz, Kuash, Ibrahim, & Schwartz, under review; Schwartz, Kahn-Horwitz, Ibrahim, & Faras, in preparation). The aim of this line of research is to tease apart an advantage of tri-literacy per se as opposed to specific L1 orthographic backgrounds in assisting or creating obstacles when acquiring EFL literacy. 

I am specifically interested in individual differences between language learners. I have examined Hebrew L1 and EFL differences between strong and weak 4th grade language learners (Kahn-Horwitz, Shimron, & Sparks, 2006). I have collected data from weak and strong Hebrew L1 EFL spellers in 5th, 8th and 10th grade together with my colleague Dr. Susie Russak from Beit Berl College (Russak & Kahn-Horwitz, 2013). My future research plans include examining spelling development of weak versus strong Arabic L1 EFL spellers in order to examine L1 specific impact on EFL spelling. I plan to compare spelling results of EFL spellers with English L1 spellers. I would also like to run fine-grained longitudinal research on EFL spelling development. This will provide insight on spelling trajectories of EFL spellers and show to what extent their spelling mirrors that of English L1 spellers and to what extent L1 impacts on EFL spelling development.

 A fourth direction that I plan to continue is collecting and creating norms for the battery of EFL assessment tools that I have built over the years of my clinical practice. In 2007, I conducted a pilot study funded by an Educational Initiative on behalf of Oranim College of Education and the Ministry of Education. I collected data from groups of 30 L1 Hebrew speaking pupil in grades 5 to 10. This study provided some initial answers regarding what one can expect from Hebrew L1 EFL learners regarding English grapheme-phoneme, word recognition, spelling, vocabulary, reading comprehension, reading speed, syntactic and morphological knowledge (Kahn-Horwitz, & Goldstein, in preparation). I plan to conduct a similar pilot study amongst Arabic L1 speakers. These two pilot studies will culminate in a major research project to collect EFL data from students of the aforementioned grades representative of the population in Israel.

A fifth area of interest that I have begun to research involves effective intervention programs for EFL students. I have assisted in developing a computerized accelerated reading program in order to improve accuracy and fluency in EFL reading and completed a pilot study with the program (Kahn-Horwitz, Fuchs, & Breznitz, in preparation). This EFL version of Professor Zvia Breznitz's acceleration reading program is being developed together with Professor Breznitz at the Edmond J. Safra Brain Research Center for the Study of Learning Disabilities at the University of Haifa. I am currently working in conjunction with Professor Zvia Breznitz and a graduate student to computerize various assessment tools and build computerized intervention programs which we will then assess in a research based intervention program. I am continuing this line of research in an attempt to pinpoint effective intervention programs for EFL students with and without learning difficulties.

Finally, I am currently conducting research on assessing and creating a foundation of knowledge of the English orthography amongst pre- and in-service EFL teachers. The aim of this study is to investigate the knowledge of concepts related to the English orthography as well as English orthographic conventions amongst pre-service students prior to, during and following participation in a course on this subject (Kahn-Horwitz, in preparation). In addition, pre-, mid- and post test results will be compared to a group of experienced EFL teachers participating in a semester graduate school course on the Challenges of the English Orthography. These results will be compared to two parallel groups of pre-service and in-service graduate students studying at a college of education who are not enrolled in the courses that deal with the English orthography. Information gained from this research will enable a better understanding regarding preparation of teachers for EFL literacy acquisition amongst elementary school children and children with language learning difficulties. First, second and third rounds of data haves been collected.