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  1. Singer, G., Gonen, M., Schiff, R., & Kleper, D. (in press). Evaluating the Effectiveness of Accommodations Given to Students with Learning Impairments: Ordinal and Interpretable Machine, Learning-Based Methodology, Transactions on Learning Technologies, 15(6), 736-746.

  2. Schiff, R., Levy-Shimon, S., Sasson, A., Kimel, E., & Ravid, R. (in press). Multiple dimensions of affix spelling complexity: Analyzing the performance of children with dyslexia and typically developing controls. Reading and Writing, 36, 2373–2407.

  3. Schiff, R., Cohen, H., Kahta, S., & Sasson, A. (in press). Can adults with dyslexia transfer statistical learning to a new context? Cognitive Processing, 24, 129–145.

  4. Schiff, R., Kahta, S., & Sasson, A. (2022). Modality effects in the representation of root morpheme in the mental lexicon of Hebrew speaking adults with dyslexia. A book chapter contributed in honor of Dorit Ravid on the Occasion of her Retirement. In Developing Language and Literacy (edited by Levie, R., Bar-On, A., Ashkenazi, O., Dattner, E., & Brandes, G.. Springer (pp 627-737).

  5. Schiff, R. & Levy-Shimon, S. (2021). Research report: An intervention for improving reading fluency among students from low socioeconomic background. Israel Innovation Authority, Ministry of Education.

  6. Kahta, S., Kiasi, M., Cohen, M., Sasson, A., & Schiff, R. (2021) Mind the gap: Semantic information constrains morphological knowledge in low SES. Reading and Writing, 35, 589–615.

  7. Schiff, R., Sasson, A., Green, H., & Kahta, S. (2021). Artificial grammar learning is facilitated by distributed practice: Evidence from a letter reordering task. Cognitive Processing, 23, 55–67.

  8. Schiff, R., Ashkenazy, P, Kahta, S., Sasson, A. (2021). Stimulus variation-based training enhances artificial grammar learning, Acta Psychologica, 214, 103252.

  9. Schiff, R., Rosenstock, S., & Ravid, D. (2020). Morpho-Orthographic Complexity in Affix Spelling in Hebrew: A Novel Psycholinguistic Outlook Across the School Years. Frontiers in Psychology, 11, 868.‏

  10. Ravid, D., & Schiff, R. (2020). Judging Hebrew adjective agreement across development conflicting morphological and syntactic cues. Reading and Writing, 1-25.

  11. Saiegh-Haddad, E., Shahbari-Kassem, A., & Schiff, R. (2020). Phonological awareness in Arabic: the role of phonological distance, phonological-unit size, and SES. Reading and Writing, 1-26.‏

  12. Cohen, M., & Schiff, R., (2019). Morphological knowledge among readers with dyslexia. Language and Literacy, 7, 84-116 [in Hebrew] 

  13. Gabay, Y., Gabay, S., & Schiff, R. (2019). Visual and auditory interference control of attention in developmental dyslexia. Journal of the International Neuropsychological Society, 26(4), 407-417.

  14. Kahta, S., & Schiff, R. (2019). Deficits in statistical learning of auditory sequences among adults with dyslexia. Dyslexia, 25 (2) 142-157.

  15. Schiff, R., Cohen, M., Marton, R., & Sasson, A. (2019). Auditory Morphological Knowledge in Adults with Dyslexia: The Importance of Semantic Information. Scientific Studies of Reading, 23(4), 317-333.‏

  16. Yeari, M., Vakil, E., Schifer, L., & Schiff, R. (2019). The origin of the centrality deficit in individuals with attention-deficit/hyperactivity disorder. Journal of Clinical and Experimental Neuropsychology, 41(1), 69-86.‏

  17. Schiff, R., & Saiegh-Haddad, E. (2018). Development and relationships between phonological awareness, morphological awareness and word reading in spoken and standard Arabic. Frontiers in psychology, 9, 356.‏

  18. Schiff, R., Sasson, A., Star, G., & Kahta, S. (2017). The role of feedback in implicit and explicit artificial grammar learning: a comparison between dyslexic and non-dyslexic adults. Annals of dyslexia, 67(3), 333-355.‏

  19. *Schiff, R., Katan, P., Sasson, A. & Kahta, S. (2017). Effect of chunk strength on the performance of children with developmental dyslexia on artificial grammar learning task may be related to complexity. Annals of Dyslexia, 1-20.

  20. Schiff, R., & Levie, R. (2017). Spelling and morphology in dyslexia: A developmental study across the school years. Dyslexia, 23(4), 324-344.

  21. Yeari, M., Elentok, A., & Schiff, R. (2017). Online and offline inferential and textual processing of poor comprehenders: Evidence from a probing method. Journal of Experimental Child Psychology, 155, 12-31.

  22. Schiff, R., Kahta, S., Gabay, Y., & Vakil, E (2017). Implicit learning in developmental dyslexia as demonstrated by the Serial Reaction Time (SRT) and the Artificial Grammar Learning (AGL) tasks. In A. Bar On and D. Ravid (Eds.), Handbook of Communication Disorders: Theoretical, Empirical, and Applied Linguistics Perspectives. Berlin, Boston: De Gruyter Mouton. 

  23. Schiff, R., & Joshi, M. (Eds). (2017). Dyslexia. Special issue in dyslexia, spelling and morphological awareness in different orthographies.

  24. Schiff, R.,  & Joshi, M. (2016). Introduction. In Interventions in learning disabilities: A handbook on systematic training programs for individuals with learning disabilities. New York: Springer.

  25. Schiff, R., Sasson, A., Nuri, Y., & Ben-Artzi, E. (2016). The efficiency of metacognitive and metalinguistic awareness in word spelling among Hebrew-speaking children with SLI: An intervention study. In R. Schiff and R.M Joshi (Eds.), Interventions in learning disabilities: A handbook on systematic training programs for individuals with learning disabilities. New York: Springer.

  26. Schiff, R., & Saiegh-Haddad, E. (2016). When diglossia meets dyslexia: The effect of diglossia on voweled and unvoweled word reading among native Arabic-speaking dyslexic children. Reading and Writing, 1-25.

  27. Yeari, M., Abramovitch, A., & Schiff, R. (2016) Online inferential and textual processing by adolescents with ADHD during reading comprehension: Evidence from a probing method. Journal of Clinical and Experimental Neuropsychology, 1-17.

  28. *Katan, P., Kahta, S., Sasson, A., & Schiff. R. (2016). Performance of children with developmental dyslexia on high and low topological entropy artificial grammar learning task. Annals of Dyslexia, 1-17.

  29. Yeari, M., Iser, M., & Schiff. R. (2016). Do dyslexic individuals suffer from a reduced visual attention span? Evidence from visual recognition tasks of non-verbal multi-character arrays. Annals of Dyslexia, 1-19.

  30. Zaiegh-Hadadd E., & Schiff, R. (2016). The impact of diglossia on voweled and unvoweled word reading in Arabic: A developmental study from childhood to adolescence. Scientific Studies of Reading, 20, 311-324.

  31. Kahta, S., & Schiff, R. (2016). Implicit learning deficit among adults with developmental dyslexia: Evidence from the AGL study. Annals of Dyslexia, 66, 235-50.

  32. Schiff, R., Cohen, M., Ben-Artzi, E., Sasson, A., & Ravid, D. (2016.) Implicit and explicit morphological knowledge among children with developmental dyslexia. Scientific Studies of Reading, 20, 140-154.

  33. Vakil, E., Mass, M., & Schiff, R. (2016). Eye movement performance on the stroop test in adults with ADHD. Journal of Attention Disorders Disorders,1087054716642904.

  34. Schiff, R., & Joshi, R. M. (2016). Interventions in learning disabilities: A handbook on systematic training programs for individuals with learning disabilities.  New York: Springer.

  35. Gabay, Y., Gabay, S., Schiff, R., Henik, a., & Behrmann, M. (2015). Word and line bisection in typical and impaired readers and a cross-language comparison. Brain and Language, 150, 143

  36. Schiff, R., Nori, Y. & Ben-Arzi, E. (2015). Metacognitive strategies: A foundation for early word spelling and reading in kindergartners with SLI. Journal of Learning Disabilities.

  37. Schiff, R. & Vakil, E. (2015). Age differences in cognitive skill learning, retention, and transfer: The case of the tower of hanoi puzzle. Learning and Individual Differences, 39, 164-17.

  38. Gabay, Y., Vakil, E., Schiff, R., & Holt, L. (2015). Probabilistic category learning in developmental dyslexia, Neuropsychologia, 29(6), 844.

  39. Ravid, D., & Schiff, R. (2015). It's all about gender: Hebrew speakers' processing of plural agreement morphology. Morphology, 25, 327-343. 

  40. Schiff, R., & Katan, P. (2014). Does complexity matter? Meta-analysis of learner performance in artificial grammar tasks. Frontiers in Psychology, 5, 1-10.

  41. Schiff, R., Ravid, D., & Gur, A. (2014). Morpho-syntactic load in judging adjectival plural agreement: comparing adults with and without ADHD. Communication Disorders Quarterly, 36, 79-89.

  42. Schiff, R. (2013). Book review of The SAGE handbook of writing development by R. Beard, D. Myhill, J. Riley & Nystrand, M. (Eds.). Written Language and Literacy.

  43. Ravid, D., & Schiff, R. (2013). Homophonic root letter spelling among elementary school students with varying reading abilities, research report submitted to the Minisry of Education. [In Hebrew]

  44. Ravid, D. & R. Schiff, R. (Eds). (2013). Journal of Learning Disabilities. Special issue on dyslexia and languages, 46.

  45. Gabay, Y., Gabay, S., Schiff, R., Ashkenazi, S. & Henik A. (2013). Visuospatial attention deficits in developmental dyslexia: Evidence from visual and mental number line bisection tasks.  Archives of Clinical Neuropsychology, 28 (8), 829-36 

  46. Ravid, D. &. Schiff, R. (2013). Different perspectives on the interface of dyslexia and language: Introduction to the special LLD issue on dyslexia and language. Journal of Learning Disabilities, 46, 195-199.

  47. Schiff, R. & Ravid, D. (2013). Morphological processing in Hebrew-speaking reading-disabled students. Journal of Learning Disabilities, 46, 220-229.

  48. Schiff, R., Katzir, T. & Shoshan, N. (2012). Reading accuracy and speed of vowelized and unvowelized scripts among dyslexic readers of Hebrew: The road not taken. Annals of Dyslexia, 41, 409-24.

  49. Gabay, Y., Schiff, R. & Vakil, E. (2012). Attentional requirements during acquisition and consolidation of a skill in normal readers and developmental dyslexics. Neuropsychology, 26, 744-57.

  50. Katzir, T. Schiff, R. & Kim, Y. (2012). The effects of orthographic depth on word reading fluency and accuracy in English- and Hebrew-speaking children in fourth grade:  A within and between cross-linguistic investigations. Learning and Individual Differences, 22, 673-679.

  51. Gabay, Y. Schiff, R. & Vakil, E. (2012). Dissociation between the procedural learning of phoneme and motor sequence in developmental dyslexia. Neuropsychologia, 50, 2435-2441.

  52. Schiff, R.  (2012). Shallow and deep orthographies in Hebrew: The role of vowelization in reading development for unvowelized scripts. Journal of Psycholinguistic Research, 41, 409-424.

  53. Raveh, M., Schiff, R., Yamin, R., Fighel, A. & Kahta, S. (2012). The development of morphological processing in visual word recognition: From concrete to abstract representations. Language and Literacy, 4, 67-93 [in Hebrew] 

  54. Gabay, Y. Schiff, R. Vakil, E. (2012).  Dissociation between online and offline learning in developmental dyslexia. Journal of Clinical and Experimental Neuropsychology, 34, 279-288.

  55. Ravid, D. & Schiff, R. (2012). From dichotomy to divergence: Number/gender marking on Hebrew nouns and adjectives across schoolage. Language Learning, 62, 133-169. 

  56. Schiff, R. & Ravid, D. (2012). Linguistic processing in Hebrew-speaking children from low and high SES backgrounds. Reading and Writing, 25, 1423-1448.

  57. Schiff, R. & Raveh, M., & Figuel, A. (2012). The development of the Hebrew mental lexicon: When morphological representations become devoid of their meaning. Scientific Studies of Reading.16, 383-403.

  58. Schiff, R., Scwartz, S. & Nagar, R. (2011).  Effect of phonological and morphological awareness on reading comprehension in Hebrew-speaking adolescents with reading disabilities. Annals of Dyslexia, 61, 44-63.

  59. Schiff, R. & Raveh, M. (2011). Morphological processing in the word recognition of normal and dyslexic readers. In O. Korat & D. Aram (Eds.), Reciprocity between spoken and written language: Bilingualism and disabilities (pp.399-413). Jerusalem: Magnes Press. [in Hebrew].

  60. Schiff, R., Ravid, D. & Levy-Shimon, S. (2011). Children's command of plural and possessive marking on Hebrew nouns: a comparison of obligatory versus optional inflections. Journal of Child Language, 38, 433-454.

  61. Schiff, R. & Lotem, E. (2011). Effects of phonological and morphological awareness on children’s word reading development from two socioeconomic backgrounds. First Language, 31, 139-163.

  62. Schiff, R., Bauminger, N., & Toledo, I. (2009). Analogical problem solving in children with verbal and nonverbal learning disabilities. Journal of Learning Disabilities, 42, 3-13

  63. Ravid, D. & Schiff, R. (2009). Morpho-phonological categories of noun plurals in Hebrew: A developmental study. Linguistics, 47, 45-63.

  64. Schiff, R. & Adi-Yaffe, E. (2008). Reading and writing instruction. In P. S. Klein and Y. Yablon (Eds.), From research to practice in early childhood education (pp.199-233). Jerusalem: Israel Scientific Research Foundation. [in Hebrew]

  65. Schiff, R. (2008). Book review of Becoming literate in the city: The Baltimore early childhood project by R. Serpell, L. Baker, & S. Sonnenschein. Infant and Child Development, 17, 549–552.

  66. Raveh, M. & Schiff, R. (2008).Visual and auditory morphological priming in adults with development dyslexia. Scientific Studies of Reading, 12, 221-252.

  67. Schiff, R., Raveh, M., & Kahta, S. (2008). The developing mental lexicon: Evidence from morphological priming of irregular Hebrew forms. Reading and Writing, 21,719-743.

  68. Schiff, R. & Ravon-Dumti, N. (2007).  Israeli first grade reading classrooms: Theory and practice. Ministry of Education, Israel. [in Hebrew]

  69. Schiff, R. & Ravid, D. (2007). Morphological analogies in Hebrew-speaking university students with dyslexia compared with typically developing gradeschoolers. Journal of Psycholinguistic Research, 36, 237-253.

  70. Schiff, R. & Calif, S. (2007). The role of phonological and morphological awareness in L2 oral word reading. Language Learning, 57, 271-298.

  71. Ravid, D. & Schiff, R. (2006). Morphological abilities in Hebrew-speaking gradeschoolers from two socio-economic backgrounds: An analogy task. First Language, 26, 381-402.

  72. Schiff, R. & Raveh, M. (2006). Deficient morphological processing in adults with developmental dyslexia: Another barrier to efficient word recognition? Dyslexia, 13, 110-129.

  73. Schiff, R. & Korat, O. (2006). Sociocultural factors in children's written narrative production. Written Language and Literacy, 9, 213-246.

  74. Ravid, D. & Schiff, R. (2006). Roots and patterns in Hebrew language development: evidence from written morphological analogies. Reading and Writing, 19, 789-818.

  75. Korat, O. & Schiff, R. (2005). Do children who read more books know "what is good writing" better than children who read less: A comparison between grade levels and SES groups. Journal of Literacy Research, 37, 287-322.

  76. Ravid, D. & Schiff, R. (2004). Learning to represent vowels in written Hebrew: Different factors across development. First Language, 24, 185-208.

  77. Schiff, R. & Ravid, D. (2004). Representing written vowels in university students with dyslexia compared with normal Hebrew readers. Annals of Dyslexia, 54, 39-62.

  78. Schiff, R. & Calif, S. (2004). An academic intervention program for EFL university students with reading disabilities. Journal of Adolescent and Adult Literacy, 48, 102-113.

  79. Schiff, R. & Ravid, D. (2004). Vowel representation in written Hebrew: Phonological, orthographical and morphological contexts. Reading and Writing, 16, 241-265.

  80. Schiff, R. (2003). The effects of morphology and word length on the reading of Hebrew nominals. Reading and Writing, 16, 263-287.

  81. Schiff, R. (2002). They look similar, but they are different: Reading two morphological structures of Hebrew nouns. First Language, 22, 305-322.

  82. Schiff, R., Cohen, A., & Schwartzwald, O. (2000). The influence of morphological, phonological and orthographic characteristics of words on the oral reading accuracy of second, fourth and sixth graders. In F. Nassar, N. Hativa, & Z. Shirtz (Eds.), The Proceedings of the 22nd A.Y.A.L.A. Conference: Educational Research and Implementation in the Changing World, (pp.154-157). Even Yehuda: Reches. [In Hebrew]

  83. Cohen, A. & Schiff, R. (1996). Linguistic abilities of poor vs. skilled readers. International Journal of Special Education, 11, 8-21.

  84. Cohen, A., Schiff, R., & Gillis, M. (1996). Comparing the morphological, syntactic and narrative richness of skilled and poor readers. Megamot, 38(3), 273-291. [Hebrew].

  85. Gillis, M. & Schiff, R. (1999). The development of methods for teaching reading internationally and in Israel: Fixed or part of a continuum. In R. Glaubman and Y. Iram (Eds.), Developments in teaching: The Israeli Case (pp. 341-362). Tel Aviv: Ramot – University of Tel Aviv.

Educational Publications
  1. Schiff, R. & Har-Zvi, S. (2013). Think of spelling. (Student book and Teacher’s Guide) Even Yehuda: Reches Publishers [In Hebrew]

  2. Schiff, R. & Peled, N. (2011). Thinking of Aleph: Language and cognitive development as preparation for the first grade. Ramat Gan, Isreal: HaMa'ayan Lagan [In Hebrew]

  3. Flemenbaum, D., Moran, A. & Schiff, R. (2007). Verbal Expression: Thinking first. Holon, Israel: Reichgold Publishing [In Hebrew]​

  4. Schiff, R., Har-Zvi, S., & Levi-Shimon, S. (2006). Think First Language Series: Morphemes.  (Student book and Teacher’s Guide). Holon, Israel: Reichgold Publishing [In Hebrew]

  5. Schiff, R., Har-Zvi, S., & Levi-Shimon, S. (2004). Think First Language Series: Phonemes (Student book and Teacher’s Guide). Holon, Israel: Reichgold Publishing [In Hebrew]

  6. Schiff, R. & Har-Zvi, S. (1999). Think First Language Series: Spelling. (Student book and Teacher’s Guide) Even Yehuda: Reches Publishers [In Hebrew]

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