בחינות ביבליוגרפיות 77-960-26 מגמת לקויות למידה

 ביה"ס לחינוך, אוניברסיטת בר-אילן

מגמת לקויות למידה

ראש המגמה: פרופ' רחל שיף
קוד הקורס: 77-960-26
 

רשימת המקורות לבחינה הביבליוגרפית – תשע"ד

 

פרופ' רחל שיף:

Andrews, S., & Lo, S. (2013). Is morphological priming stronger for transparent than opaque words? It depends on individual differences in spelling and vocabulary. Journal of Memory and Language, 68, 279-296. (2378844)

Apel, K., & Diehm, E. (2014). Morphological awareness intervention with kindergarteners and first and second grade students from low SES homes: A small efficacy study. Journal of Learning Disabilities, 47, 65-75. (2379119)

Bozic, M., Szlachta, Z., & Marslen-Wilson, W. D. (2013). Cross-linguistic parallels in processing derivational morphology: Evidence from Polish. Brain & Language, 127, 533-538. (2379118)

Callens, M., Whitney, C., Tops, W., & Brysbaert, M. (2013). No deficiency in left-to-right processing of words in dyslexia but evidence for enhanced visual crowding. The Quarterly Journal of Experimental Psychology, 66, 1803-1817. (2379114)

Deacon, H., Cleave, P. L., Baylis, J., Fraser, J., Ingram, E., & Perlmutter, S. (2013). The representation of roots in the spelling of children with specific language impairment. Journal of Learning Disabilities, 47, 13-21. (2379111)

Gilbert, J. K., Goodwin, A. P., Compton, D. L., & Kearns, D. M. (2013). Multisyllabic word reading as a moderator of morphological awareness and reading comprehension. Journal of Learning Disabilities, 47, 34-43.  (2378897)

Holmberg, A., & Roberts, I. (2013). The syntax-morphology relation. Lingua, 130, 111-131. (2378895)

Keller, D. B., & Schultz, J. (2013). Connectivity, not frequency, determines the fate of a morpheme. Plos One, 8, e69945. (2378855)

Kieffer, M. J., & Box, C. D. (2013). Derivational morphological awareness, academic vocabulary, and reading comprehension in linguistically diverse sixth graders. Learning and Individual Differences, 24, 168-175. (2378852)

Kim, Y. S., Apel, K., & Al Otaibac, S. (2013). The relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention. Language, Speech, and Hearing Services in Schools, 44, 337-347. (2378849)

Kirkici, B., & lausen, H. (2013). Inflection and derivation in native and non-native language processing: Masked priming experiments on Turkish. Bilingualism: Language and Cognition, 16, 776-791. (2379793)

Lázaro, M., Camacho, L., & Burani, C. (2013). Morphological processing in reading disabled and skilled Spanish children. Dyslexia, 19, 178-188. (2378846)

Marantz, A. (2013). No escape from morphemes in morphological processing. Language and Cognitive Processes, 28, 905-916. (2379796)

McCutchen, D., Stull, S., Herrera, B. L., Lotas, S., & Evans, S. (2013). Putting words to work: Effects of morphological instruction on children's writing. Journal of Learning Disabilities, 47, 86-97.  (2378845)

Nagy, W. E., Carlisle, J. F., & Goodwin, A. P. (2014). Morphological knowledge and literacy acquisition. Journal of Learning Disabilities, 47, 3-12. (2378829)

Neme, A. A., & Laporte, E. (2013). Pattern-and-root inflectional morphology: The Arabic broken plural. Language Sciences, 40, 221-250. (2379162)

Plisson, A., Daigle, D., & Montésinos-Gelet, I. (2013). The spelling skills of French speaking dyslexic children. Dyslexia, 19, 76-91. (2379159)

Robertson, E. K., Joanisse, M. F., Desroches, A. S., & Terry, A. (2013). Past-tense morphology and phonological deficits in children with dyslexia and children with language impairment. Journal of Learning Disabilities, 46, 230-240. (2379158)

Schiff, R., & Ravid, D. (2012). Morphological processing in Hebrew-speaking students with reading disabilities. Journal of Learning Disabilities, 46, 220-229. (2379157)

Tong, X., Deacon, S. H., & Cain, K. (2014). Morphological and syntactic awareness in poor comprehenders: Another piece of the puzzle. Journal of Learning Disabilities, 47, 22-33. (2379147)

Tsang, Y. K., & Chen, H.-C. (2013). Early morphological processing is sensitive to morphemic meanings: Evidence from processing ambiguous morphemes. Journal of Memory and Language, 68, 223-239. (2379155)

Velan, H., Deutsch, A., & Frost, R. (2013). The flexibility of letter-position flexibility: Evidence from eye movements in reading Hebrew. Journal of Experimental Psychology: Human Perception and Performance, 39, 1143-1152. (2379153)

ד"ר עמליה בראון

 לוי-קורץ, ר' ואביבי-בן-צבי, ג' (2011). תהליכים מורפו-לקסיקאליים ברכישת התואר בעברית: התפתחות שפה תקינה ולקויה בגיל בית הספר בשני מיצבים חברתיים-כלכליים. ד' ארם וע' קורת (עורכות), אוריינות ושפה - יחסי גומלין, דו-לשוניות וקשיים (עמ' 544-525). ירושלים: מאגנס.  (001219464)

Bishop, D. V. M, McDonald, D., Bird, S., & Hayiou-Thomas, M. E. (2009).  Children who read words accurately despite language impairment: Who are they and how do they do it?  Child Development, 80(2), 593-605. (2379275)

Bishop, D. V. M., & Snowling, M. J. (2004). Developmental dyslexia and specific language impairment: Same or different? Psychological Bulletin, 130(6), 858-886. (001219397)

Botting, N., Simkin, Z., & Conti-Ramsden, G. (2006). Associated reading skills in children with a history of Specific Language Impairment (SLI). Reading and Writing, 19, 77-98. (2379377)

Catts, H. G., Suzanne, A. M., Hogan, T., & Weismer, S. E. (2005). Are specific language impairment and dyslexia distinct disorders? Journal of Speech, Language and Hearing Research, 48(6), 1378-1396. (2379381)

Evans, J. E. (2001). An emergent account of language impairments in children with SLI: Implications for assessment and intervention. Journal of Communication Disorders, 34, 39-54. (2379267)

Hall-Mills, S., & Apel, K. (2013). Narrative and expository writing of adolescents with language-learning disabilities: A pilot study. Communication Disorders Quarterly, 34(3), 135-144. (2379255)

Koutsoftasa, A. D., & Graya, S. (2012). Comparison of narrative and expository writing in students with and without language-learning disabilities. Language, Speech, and Hearing Services in Schools, 43, 395-409. (2379270)

Laing, S. P., & Kamhi, A. (2003). Alternative assessment of language and literacy in culturally and linguistically diverse populations. Language, Speech, and Hearing Services in Schools, 34, 44-55. (2379385)

Messer, D., Dockrell, J. E., & Murphy, N. (2004). Relation between naming and literacy in children with word-finding difficulties. Journal of Educational Psychology, 96(3), 462-470. (2379253)

Poll, G. H. (2011). Increasing the odds: Applying emergentist theory in language intervention. Language, Speech, and Hearing Services in Schools, 42, 580-591. (2379261)

 ד"ר מני יערי:

Cain, K. (2006). Individual differences in children's memory and reading comprehension: An investigation of semantic and inhibitory deficits. Memory, 14(5), 553-569. (2379408)

Cain, K., & Oakhill, J. (1999). Inference making ability and its relation to comprehension failure in young children. Reading and Writing, 11, 489-503. (002375488)

Cain, K., & Oakhill, J. (2006). Profiles of children with specific reading comprehension difficulties. British Journal of Educational Psychology, 76, 683-696. (002375490)

Clinton, V., & van den Broek, P. (2012). Interest, inferences, and learning from texts. Learning and Individual Differences, 22(6), 650-663. (2379272)

Gerrig, R. J., & O’Brien, E. J. (2005). The scope of memory-based processing. Discourse Processes, 39, 225-242. (002362643)

Graesser, A. C., Singer, M., & Trabasso, T. (1994). Constructing inferences during narrative text comprehension. Psychological Review, 101, 371-395. (002362629)

Locascio, G., Mahone, E. M., Eason, S. H., & Cutting, L. E. (2010). Executive dysfunction among children with reading comprehension deficits. Journal of Learning Disabilities, 43(5), 441-454. (001220147)

Nation, K., Clarke, P., & Snowling, M. J. (2002). General cognitive ability in children with reading comprehension difficulties. British Journal of Educational Psychology, 72(4), 549-560. (2379414)

Oakhill, J., Hartt, J., & Samols, D. (2005). Levels of comprehension monitoring and working memory in good and poor comprehenders. Reading and writing, 18, 657-686. (002375560)

Pimperton, H., & Nation, K. (2010). Suppressing irrelevant information from working memory: Evidence for domain-specific deficits in poor comprehenders. Journal of Memory and Language, 62(4), 380-391. (2379404)

Roussey, J. Y., & Piolat, A. (2008). Critical reading effort during text revision. European Journal of Cognitive Psychology, 20(4), 765-792. (2379787)

Stine-Morrow, E. A., Shake, M. C., Miles, J. R., & Noh, S. R. (2006). Adult age differences in the effects of goals on self-regulated sentence processing. Psychology and Aging, 21(4), 790-803. (2379417)

Todaro, S., Millis, K., & Dandotkar, S. (2010). The impact of semantic and causal relatedness and reading skill on standards of coherence. Discourse Processes, 47(5), 421-446. (2379412)

van den Broek, P., Bohn-Gettler, C., Kendeou, P., Carlson, S., & White, M. J. (2011). When a reader meets a text: The role of standards of coherence in reading comprehension. In M. T. McCrudden, J. Magliano & G. Schraw (Eds.), Relevance instructions and goal-focusing in text learning (pp. 123-140). Greenwich, CT: IAP. (002363456)

van den Broek, P., Rapp, D. N., & Kendeou, P. (2005). Integrating memory-based and constructionist processes in accounts of reading comprehension. Discourse Processes, 39, 299-316. (002362637)