The participants made some errors in reading and especially in writing two-digit numbers. Reading times and the error rates were calculated in both languages according to type of error-total errors, substitution errors (replacement of two-digit number units with decades, and vice versa for example, 23 ? 32), change errors (change of one digit 23 ? 28), and omission errors (omission of one digit for example 23 ? 2). Sixty university bilingual students were given two tasks in both Arabic-L1 (First language) and Hebrew-L2 (Second language): One task involved writing two-digit numbers to dictation, and the other involved reading two-digit numbers aloud. For this purpose, the paradigm of reading and writing two-digit numbers from dictation, in both languages was used. the syntactic representation of numbers (inverted versus non-inverted number system). Therefore, studying transcoding in the two languages may enable us to tease out the relative effects of linguistic experience (first versus second language) and counting system transparency i.e. the first digit is the units and the second is the decades (24 = four and twenty), while in Hebrew (non-inverted), the reverse. In Arabic (inverted), two-digit numbers are written and read from right to left, i.e. The syntactic structure of numbers in Arabic mainly differs from that of Hebrew in terms of the order of units and decades.
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