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M.A. Students - Past

  1. Va’anunu Lior, Same spelling, different meaning: An EF-based homograph reading intervention for struggling readers.

  2. Josef Gal, Enhancing narrative writing abilities by practicing mentalization skills.

  3. Zluf Barak, Syntactic knowledge in a foreign language: Examining cross-language transfer effects in L2 noun phrase comprehension.​

  4. Balish Dana (2022), An EF-based multi component word reading intervention for struggling readers: Effects on literacy, metalinguistic, and cognitive skills.​

  5. Kimel Ela (2022), function letter spelling in Hebrew: A comparison with and without dyslexia.

  6. Shamir Neta, (2022) The influence of reading strategies, combined with mental representation strategy, on understanding expository texts among poor comprehends.

  7. Levental Yael, (2021) Mental Representation in Children with and without Specific Language Impairment.

  8. Avital, Korin, (2021) The relationship between statistical learning and language abilities: A comparison between kinderten children with and without language impairment.

  9. Poker-Hazan Noya, (2021) Stability of the spoken root morpheme in the mental lexicon: A comparison between readers with dyslexia and typically developed readers.

  10. 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.

  11. Grin, Hadas, (2021) Implicit verso explicit learning consolidation in chunk-based artificial grammar task: Comparison between typical and dyslexic readers.

  12. Marton Reut,(2020). Semantic influence of oral implicit and explicit morphological processing: A comparison between typical and dyslexic readers.

  13. Galit Star, (2020).Implicit vs. explicit learning in an artificial grammar task: A comparison between typical and dyslexic readers.

  14. Vazner Yif'a, (2019). Implicit versus explicit learning in artificial grammar task: Comparison between typical and dyslexic readers.

  15. Gilad Rotem, (2019), Statistical learning among spellers using the artificial grammar learning paradigm.

  16. Ohaion Yifat, (2018), Executive functions and their effect on phonological and morphological abilities: a comparison between specific language impairment and typically developed kindergarteners.

  17. Kiasi Mali, (2018), Semantics effects on implicit and explicit morphological processing in two socioeconomic backgrounds.

  18. Rosenshtok  Shlomit, (2018), The development of function letter spelling in Hebrew among  native Hebrew speaking students in Israel.

  19. Kirstein Adi, (2018) (Prof. Eli Vakil) Procedural learning of a cognitive skill among young adolescents with ADHD.

  20. Shapira Sivan, (2018). Updating process in reading comprehension: An investigation of strong and weak comprehends in junior high.

  21. Shaham Aliza (2017). The development of reference ability: A comparison between children with SLI and children with normal language development.

  22. Fried Noy, (2017) Acquisition of artificial grammar among poor EFL readers.

  23. Yazdi Limor, (2017) Examining global and local perception in visual and auditory modality: A comparison between readers with dyslexia and readers with ADHD.

  24. Sha'er Adva, (2017) The development of lexical and morphological processing: Comparison between high and low socioeconomic backgrounds.

  25. 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.

  26. Cohen Hadar, (2016). Examination of the transfer mechanism among readers with dyslexia: A distinction between verbal and non-verbal stimulus.

  27. Roselmach Amir, (2016, with Prof. Eli Vakil) Visual and auditory sequence learning and transfer ability between the two modalities among subjects with developmental dyslexia

  28. Weisbard Keren, (2016). The influence of diglossia in Hebrew on reading ability and linguistic skill in first grade "Talmud – Tora" frameworks.

  29. 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.

  30. 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.

  31. Shefer-Kahanovich, Michal. (2015). Root letter spelling: A socio-developmental investigation.

  32. Shavit Hadas, (2015). Processing of adjective agreement in Hebrew compounding: A developmental study of participants from different SES backgrounds.

  33. Iser Michal, (2015). The role of attentional distribution and attentional load in the visual processing of readers with dyslexia.

  34. Sasson Adi, (2015). The effect of training and the ability to transfer the new knowledge on motor skill learning among preschoolers.

  35. Atlan Karin, (2015). Learning Artificial Grammar: A comparison between typically developing readers and readers with Dyslexia.

  36. 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)

  37. Mesarno Odelya, (2014). The effects of phonological awareness and naming abilities on first graders' reading proficiency.

  38. Agmon Shalev, (2014). Lexical and morphological awareness among kindergarten children: A comparison between high and low SES.

  39. 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

  40. Gur Adi, (2013). Processing of adjective agreement in Hebrew: Comparison between adults with ADHD and adults with normal development

  41. 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.

  42. Ashani Yehudit (2013) (with Prof. D. Ravid). Morpho-syntactic processing in plural adjective agreement: A comparative study of intellectually gifted students and peers.

  43. Mass Meital, (2013) )with Prof. E. Vakil). Diagnosis of attention deficit hyperactivity disorder (ADHD) in adults by monitoring eye movements.

  44. 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)

  45. Yaakovi Hadas. (2012). (with Prof. D. Ravid). Morpho-syntactical aspects in compound structure plural adjective agreement.

  46. Nori Yochi, (2012). Developing writing abilities of children with SLI in kindergarten through meta-cognitive intervention.

  47. 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.

  48. Arental Tali, (2011). Predicting fathers' involvement in care-giving of children with learning disabilities.

  49. Shushan Noa, (2011). The influence of phonological and morphological awareness on word reading in vowelized and unvowelized Hebrew: Comparison between dyslexic and normal readers.

  50. Binyamin Rinat, (with Prof. D. Ravid), (2010). Morpho-syntactic processing in plural adjective agreement: Developmental view.

  51. Lotem Einav, (2010). Effects of phonological and morphological awareness on children's word reading development in two socioeconomic backgrounds.

  52. 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.

  53. Halabi Yafit, (2010).  Development of phonological processing skills among readers with reading disabilities compared to readers with typical development.

  54. Ben Hur Shirly, (with Dr. M. Raveh). (2009). The influence of pointed Hebrew on morphological processing of written words: A development perspective.

  55. Schwartz-Nachshon Sarit, (2009) The phonological and morphological abilities of dyslexic and normal readers: A comparative study.

  56. Sadeh Nirit, (2009), The relationship between reading comprehension and language skills: A study of  normal and poor readers.

  57. Feigel Avital, (2008), Semantic effects on implicit and explicit morphological processing: A developmental perspective.

  58. Peled Noa, (2008), First grade teacher – student interactions and how these influence student achievement.

  59. Kahta Shani, (2006),  Roots and patterns in Hebrew language development: Evidence from written morphological analogies.

  60. Kolan Limor, (2006). The morphological, orthographic and phonological priming effects on word recognition: A developmental study.

  61. Levi Shany, (2005). The relationship between first graders’ phonological and morphological awareness and reading acquisition.

  62. 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.

  63. Toledo Idit, (with Dr. N. Bauminger),(2004). Verbal and non-verbal LD students’ solving of analogy problems with social and cognitive content.

  64. 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

  1. Prienta Linoy, A multi-components vocabulary intervention that integrate EF strategies for kindergarten children from low socioeconomic background.

  2.  Prienta Linoy, A multi-components vocabulary intervention that integrate EF strategies for kindergarten children from low socioeconomic background.

  3.  Sha’anan Rotem, Motor-visual coordination: A comparison between students from high and low socioeconomic background.

  4.  Shati Yarin, Task and information conflict: A comparison between students with and without DD.

  5.  Ben-Moshe Adi,  The effect of feedback on writing skills among pre-service teachers of English as a foreign language.

  6.  Brook Tamar, Native language grammatical interference among university students with ADHD.

  7. Mor Daniel, Implicit and explicit learning of vocabulary in a foreign language: The difference between high-L2 proficiency and low-L2 proficiency university students.

  8. Cohen Hodaya, The connection between artificial grammar learning and language skills among first graders.

  9.  Drori Rachel, knowledge-based writing: a writing intervention for low socioeconomic status students with an emphasis on developing topic knowledge.​

  10.  Eisenkot Shani, the influence of executive functions on the spelling of AHVI letters in Hebrew: comparison between low and middle-high socio-ecponomic status.

  11.  Talker Lital, The effect of executive fnctions on the narrative abilities of children with and without specific language impairment.

Ph.D Students - Past

  1.  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.

  2.  Karmon Sivan, (2020) (with Prof. E. Vakil) The acquisition of reading skills through regular vs. mirror reading training among normal and dyslexic readers.

  3.  Esgwege Sharon, (2019) (with Prof. Roni Geva) Why are children with ADHD socially challenged? The effect of inhibition and social cognition on social functioning.

  4.  Katan Pesia, (2018), Learning artificial grammar at different ages and different levels of complexity: A comparison between typical and dyslexic readers.

  5.  Kassam Abeer, (2017) (with Prof. E. Hadadd) Development of Phonological and Morphological Awareness among Arabic speaking children with Dyslexia.

  6.  Sar-Avi Orna, (2017) (with Prof. A. Henik) Domain specific and Domain general mechanisms lying under arithmetic knowledge and developmental dyscalculia.

  7. Levi Shimon Shani, (2016) (with Prof. D. Ravid) The development of vowel letter acquisition.

  8. Kahta Shani, (2014) Learning artificial grammar via visual and auditory modalities: A comparison between typically developing readers and readers with dyslexia.

  9.  Cohen Miki, (2014) Later language development in two populations with special needs: The lexicon morphology interface.​

  10.  Gabay Yafit, (2013) (with Prof E. Vakil). (2012). Procedural learning difficulties in developmental dyslexia: Specific, general or both?

  11.  Borenstein Sharona, (with Prof. H. Babkoff). (2008). The relationship between auditory temporal processing and dyslexia: A comparison between phonological versus surface developmental dyslexia.

  12. 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)

  1. Peled Noa, An intervention program to enhance inhibition and working memory for kindergarten children with low socio-economic status.

  2. Ashkenazy Pesi, The influence of training on implicit versus explicit learning in artificial grammar learning task; Comparison between typical and dyslexic adult readers.

  3. 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.

  4. Cohen Sharon, The influence of an intervention that incorporates linguistic and executive aspects on reading accuracy and fluency.

  5. Asady Maha, An intervention program for enhancing cognitive and emotional ToM (Theory of Mind) skills.

Post doctoral students

  1. Asala-Badarna Abeer. Narrative skills development among native Arabic language-the relation between linguistic and narrative skills.

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