The study tested whether cognitive retroactive transfer (CRT) of language skills from English to Hebrew takes place; specifically, whether an improvement in linguistic and meta-linguistic skills in English as a foreign language (FL) would lead to an improvement in these skills in Hebrew as the first language (L1). The participants consisted of 124 students in Grade 6 who were randomly assigned to an experimental group or a control group. Each group was further divided into readers with dyslexia, poor readers, and typical readers groups. The experimental group participated in an English intervention program designed for this study. All participants were administered a battery of pre- and post-treatment tests in linguistic and meta-linguistic skills in Hebrew and in English. The findings supported the existence of CRT from skills in English to skills in Hebrew with reference to most of the variables in the domains of reading, writing, and language skills. The improvement in most of the linguistic and meta-linguistic tasks in both English and Hebrew was significantly higher in the experimental group compared with the control group. The innovation of this study was in testing CRT of linguistic and meta-linguistic skills from English to Hebrew. Limitations and direction for future research are discussed.

该研究测试了语言技能从英语到希伯来语的认知追溯转移（CRT）是否发生；具体来说，英语作为外语（FL）的语言和元语言技能的提高是否会导致希伯来语作为第一语言（L1）的这些技能的提高。参与者由 6 年级的 124 名学生组成，他们被随机分配到实验组或对照组。每组进一步分为阅读障碍读者、差读者和典型读者组。实验组参加了为本研究设计的英语干预项目。所有参与者都接受了一系列治疗前后的希伯来语和英语语言和元语言技能测试。研究结果支持 CRT 从英语技能到希伯来语技能的存在，并参考了阅读、写作和语言技能领域的大多数变量。与对照组相比，实验组在英语和希伯来语中的大部分语言和元语言任务的改进显着更高。这项研究的创新在于测试从英语到希伯来语的语言和元语言技能的 CRT。讨论了未来研究的局限性和方向。这项研究的创新在于测试从英语到希伯来语的语言和元语言技能的 CRT。讨论了未来研究的局限性和方向。这项研究的创新在于测试从英语到希伯来语的语言和元语言技能的 CRT。讨论了未来研究的局限性和方向。