M.A. Students - Past
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Va’anunu Lior, Same spelling, different meaning: An EF-based homograph reading intervention for struggling readers.
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Josef Gal, Enhancing narrative writing abilities by practicing mentalization skills.
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Zluf Barak, Syntactic knowledge in a foreign language: Examining cross-language transfer effects in L2 noun phrase comprehension.
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Balish Dana (2022), An EF-based multi component word reading intervention for struggling readers: Effects on literacy, metalinguistic, and cognitive skills.
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Kimel Ela (2022), function letter spelling in Hebrew: A comparison with and without dyslexia.
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Shamir Neta, (2022) The influence of reading strategies, combined with mental representation strategy, on understanding expository texts among poor comprehends.
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Levental Yael, (2021) Mental Representation in Children with and without Specific Language Impairment.
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Avital, Korin, (2021) The relationship between statistical learning and language abilities: A comparison between kinderten children with and without language impairment.
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Poker-Hazan Noya, (2021) Stability of the spoken root morpheme in the mental lexicon: A comparison between readers with dyslexia and typically developed readers.
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Day Edry, Esther, (2021) The influence of frequency on the ability to read words in both deep and shallow orthographic systems: a comparative-developmental research on children from low and high SES.
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Grin, Hadas, (2021) Implicit verso explicit learning consolidation in chunk-based artificial grammar task: Comparison between typical and dyslexic readers.
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Marton Reut,(2020). Semantic influence of oral implicit and explicit morphological processing: A comparison between typical and dyslexic readers.
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Galit Star, (2020).Implicit vs. explicit learning in an artificial grammar task: A comparison between typical and dyslexic readers.
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Vazner Yif'a, (2019). Implicit versus explicit learning in artificial grammar task: Comparison between typical and dyslexic readers.
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Gilad Rotem, (2019), Statistical learning among spellers using the artificial grammar learning paradigm.
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Ohaion Yifat, (2018), Executive functions and their effect on phonological and morphological abilities: a comparison between specific language impairment and typically developed kindergarteners.
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Kiasi Mali, (2018), Semantics effects on implicit and explicit morphological processing in two socioeconomic backgrounds.
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Rosenshtok Shlomit, (2018), The development of function letter spelling in Hebrew among native Hebrew speaking students in Israel.
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Kirstein Adi, (2018) (Prof. Eli Vakil) Procedural learning of a cognitive skill among young adolescents with ADHD.
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Shapira Sivan, (2018). Updating process in reading comprehension: An investigation of strong and weak comprehends in junior high.
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Shaham Aliza (2017). The development of reference ability: A comparison between children with SLI and children with normal language development.
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Fried Noy, (2017) Acquisition of artificial grammar among poor EFL readers.
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Yazdi Limor, (2017) Examining global and local perception in visual and auditory modality: A comparison between readers with dyslexia and readers with ADHD.
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Sha'er Adva, (2017) The development of lexical and morphological processing: Comparison between high and low socioeconomic backgrounds.
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Davidovich Tali, (2016) (with Prof. Eli Vakil) Procedural learning and the ability to transfer verbal stimuli and nonverbal stimuli; Comparison between readers with developmental dyslexia to normal readers.
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Cohen Hadar, (2016). Examination of the transfer mechanism among readers with dyslexia: A distinction between verbal and non-verbal stimulus.
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Roselmach Amir, (2016, with Prof. Eli Vakil) Visual and auditory sequence learning and transfer ability between the two modalities among subjects with developmental dyslexia
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Weisbard Keren, (2016). The influence of diglossia in Hebrew on reading ability and linguistic skill in first grade "Talmud – Tora" frameworks.
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Hovav Shoshana, (2016). The association between exposure to childhood ionizing radiation to treat ringworm of the scalp and cognitive ability and language skill in adulthood.
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Reichelson Shir, (2016). Are Readers with Dyslexia Impaired in Reading Comprehension beyond their Reading Deficit? Inference Generation, Text Processing, and Working Memory of Readers with Dyslexia.
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Shefer-Kahanovich, Michal. (2015). Root letter spelling: A socio-developmental investigation.
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Shavit Hadas, (2015). Processing of adjective agreement in Hebrew compounding: A developmental study of participants from different SES backgrounds.
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Iser Michal, (2015). The role of attentional distribution and attentional load in the visual processing of readers with dyslexia.
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Sasson Adi, (2015). The effect of training and the ability to transfer the new knowledge on motor skill learning among preschoolers.
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Atlan Karin, (2015). Learning Artificial Grammar: A comparison between typically developing readers and readers with Dyslexia.
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Binenstock Tehila, (2015). A psycholinguistic view of the development of spelling Hebrew function letters: A comparative study of disabled vs. normal readers (jointly with D. Ravid, Tel Aviv University)
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Mesarno Odelya, (2014). The effects of phonological awareness and naming abilities on first graders' reading proficiency.
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Agmon Shalev, (2014). Lexical and morphological awareness among kindergarten children: A comparison between high and low SES.
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Cohen Miri, (2013) (with Orly Benjamin) "What I want to do when I grow up?" Employment aspirations among teenagers with LD compared with the aspirations of non-LD teenagers
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Gur Adi, (2013). Processing of adjective agreement in Hebrew: Comparison between adults with ADHD and adults with normal development
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Einan Hamutal, (2013)) with Dr. A. Bar- On). The development of lexical knowledge through the examination of lexical and morphological processing of adjectives, nouns, and verbs among elementary school children.
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Ashani Yehudit (2013) (with Prof. D. Ravid). Morpho-syntactic processing in plural adjective agreement: A comparative study of intellectually gifted students and peers.
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Mass Meital, (2013) )with Prof. E. Vakil). Diagnosis of attention deficit hyperactivity disorder (ADHD) in adults by monitoring eye movements.
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Haddad Hen, (2013)) with Dr. A. Bar- On). The relationship between morphological awareness, vocabulary knowledge and story retelling among kindergarten children: Comparing high and low SES and Specific Language Impairment (SLI)
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Yaakovi Hadas. (2012). (with Prof. D. Ravid). Morpho-syntactical aspects in compound structure plural adjective agreement.
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Nori Yochi, (2012). Developing writing abilities of children with SLI in kindergarten through meta-cognitive intervention.
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Shiber Yifat, (2012) (with Dr. A. Bar- On). The cognitive and linguistic aspects of narrative ability elicited from picture series: A comparison between children with SLI and children from low and high SES.
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Arental Tali, (2011). Predicting fathers' involvement in care-giving of children with learning disabilities.
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Shushan Noa, (2011). The influence of phonological and morphological awareness on word reading in vowelized and unvowelized Hebrew: Comparison between dyslexic and normal readers.
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Binyamin Rinat, (with Prof. D. Ravid), (2010). Morpho-syntactic processing in plural adjective agreement: Developmental view.
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Lotem Einav, (2010). Effects of phonological and morphological awareness on children's word reading development in two socioeconomic backgrounds.
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Cohen Sharon, (2010). A Comparative Study of Children's Analogical Problem Solving and Talking aloud: A Comparison of Children with Typical Development and Children with Learning Disability.
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Halabi Yafit, (2010). Development of phonological processing skills among readers with reading disabilities compared to readers with typical development.
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Ben Hur Shirly, (with Dr. M. Raveh). (2009). The influence of pointed Hebrew on morphological processing of written words: A development perspective.
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Schwartz-Nachshon Sarit, (2009) The phonological and morphological abilities of dyslexic and normal readers: A comparative study.
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Sadeh Nirit, (2009), The relationship between reading comprehension and language skills: A study of normal and poor readers.
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Feigel Avital, (2008), Semantic effects on implicit and explicit morphological processing: A developmental perspective.
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Peled Noa, (2008), First grade teacher – student interactions and how these influence student achievement.
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Kahta Shani, (2006), Roots and patterns in Hebrew language development: Evidence from written morphological analogies.
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Kolan Limor, (2006). The morphological, orthographic and phonological priming effects on word recognition: A developmental study.
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Levi Shany, (2005). The relationship between first graders’ phonological and morphological awareness and reading acquisition.
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Roth Vered, (with Prof. M. Faust), (2004). The relationship between social information processing and linguistic information processing and linguistic pragmatism in verbal, non-verbal LD and regular students.
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Toledo Idit, (with Dr. N. Bauminger),(2004). Verbal and non-verbal LD students’ solving of analogy problems with social and cognitive content.
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Moshkovich-Calif Sharon, (with Prof. J. Walters), (2003). Phonological and morphological awareness and its effect on ESL students’ reading of Hebrew and English.
M.A. Students - Present
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Prienta Linoy, A multi-components vocabulary intervention that integrate EF strategies for kindergarten children from low socioeconomic background.
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Prienta Linoy, A multi-components vocabulary intervention that integrate EF strategies for kindergarten children from low socioeconomic background.
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Sha’anan Rotem, Motor-visual coordination: A comparison between students from high and low socioeconomic background.
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Shati Yarin, Task and information conflict: A comparison between students with and without DD.
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Ben-Moshe Adi, The effect of feedback on writing skills among pre-service teachers of English as a foreign language.
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Brook Tamar, Native language grammatical interference among university students with ADHD.
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Mor Daniel, Implicit and explicit learning of vocabulary in a foreign language: The difference between high-L2 proficiency and low-L2 proficiency university students.
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Cohen Hodaya, The connection between artificial grammar learning and language skills among first graders.
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Drori Rachel, knowledge-based writing: a writing intervention for low socioeconomic status students with an emphasis on developing topic knowledge.
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Eisenkot Shani, the influence of executive functions on the spelling of AHVI letters in Hebrew: comparison between low and middle-high socio-ecponomic status.
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Talker Lital, The effect of executive fnctions on the narrative abilities of children with and without specific language impairment.
Ph.D Students - Past
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Shibel Suha, (with Prof. Elinor Saiegh Haddad) The impact of diglossia on language acquisition in Arabic: narrative and expository text production in speaking and writing.
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Karmon Sivan, (2020) (with Prof. E. Vakil) The acquisition of reading skills through regular vs. mirror reading training among normal and dyslexic readers.
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Esgwege Sharon, (2019) (with Prof. Roni Geva) Why are children with ADHD socially challenged? The effect of inhibition and social cognition on social functioning.
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Katan Pesia, (2018), Learning artificial grammar at different ages and different levels of complexity: A comparison between typical and dyslexic readers.
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Kassam Abeer, (2017) (with Prof. E. Hadadd) Development of Phonological and Morphological Awareness among Arabic speaking children with Dyslexia.
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Sar-Avi Orna, (2017) (with Prof. A. Henik) Domain specific and Domain general mechanisms lying under arithmetic knowledge and developmental dyscalculia.
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Levi Shimon Shani, (2016) (with Prof. D. Ravid) The development of vowel letter acquisition.
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Kahta Shani, (2014) Learning artificial grammar via visual and auditory modalities: A comparison between typically developing readers and readers with dyslexia.
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Cohen Miki, (2014) Later language development in two populations with special needs: The lexicon morphology interface.
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Gabay Yafit, (2013) (with Prof E. Vakil). (2012). Procedural learning difficulties in developmental dyslexia: Specific, general or both?
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Borenstein Sharona, (with Prof. H. Babkoff). (2008). The relationship between auditory temporal processing and dyslexia: A comparison between phonological versus surface developmental dyslexia.
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HarZvi (Hacohen) Shirli, )with Prof. A. Cohen(, (2007). Metacognitive training in solving linguistic analogies and its effect on students’ ability to spell.
Ph.D Students - Present (proposal approved)
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Peled Noa, An intervention program to enhance inhibition and working memory for kindergarten children with low socio-economic status.
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Ashkenazy Pesi, The influence of training on implicit versus explicit learning in artificial grammar learning task; Comparison between typical and dyslexic adult readers.
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Haj Lina, (with Prof. Elinor Saiegh Haddad), The connection systems between cognitive, linguistic, meta-linguistic, and emergent literacy skills among kindergarten children in diglossic Arabic: An intervention study.
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Cohen Sharon, The influence of an intervention that incorporates linguistic and executive aspects on reading accuracy and fluency.
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Asady Maha, An intervention program for enhancing cognitive and emotional ToM (Theory of Mind) skills.
Post doctoral students
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Asala-Badarna Abeer. Narrative skills development among native Arabic language-the relation between linguistic and narrative skills.