בחינות ביבליוגרפיות 77-960-26 המגמה ללקויות למידה
ביה"ס לחינוך, אוניברסיטת בר-אילן
המגמה ללקויות למידה
ראש המגמה: ד"ר שני קחטה
קוד הקורס: 77-960-26
רשימת המקורות לבחינה הביבליוגרפית – תשע"ה
דר' שני קחטה
Taboada Barber, A., Buehl, M. M., Kidd, J. K., Sturtevant, E. G., Richey Nuland, L., & Beck, J. (2015). Reading engagement in social studies: Exploring the role of a social studies literacy intervention on reading comprehension, reading self-efficacy, and engagement in middle school students with different language backgrounds. Reading Psychology, 36(1), 31-85. (2398605)
Ciullo, S., Falcomata, T., & Vaughn, S. (2015). Teaching social studies to upper wlementary students with learning disabilities, graphic organizers and explicit instruction. Learning Disability Quarterly, 38(1), 15-26. (2398608)
Codding, R. S., & Lane, K. L. (2015). A spotlight on treatment intensity: An important and often overlooked component of intervention inquiry. Journal of Behavioral Education, 24, 1-10. (2398647)
Connor, C. M., Spencer, M., Day, S. L., Giuliani, S., Ingebrand, S. W., McLean, L., & Morrison, F. J. (2014). Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders’ vocabulary and reading comprehension outcomes. Journal of Educational Psychology, 106(3), 762-778. (002398611)
Fogarty, M., Oslund, E., Simmons, D., Davis, J., Simmons, L., Anderson, L., ... Roberts, G. (2014). Examining the effectiveness of a multicomponent reading comprehension intervention in middle schools: A focus on treatment fidelity. Educational Psychology Review, 26(3), 425-449. (2398614)
Haegele, K., & Burns, M. K. (2015). Effect of modifying intervention set size with acquisition rate data among students identified with a learning disability. Journal of Behavioral Education, 24, 33-50. (2398648)
Hall, C. S. (2015). Inference instruction for struggling readers: A synthesis of intervention research. Educational Psychology Review. Advance online publication. doi:10.1007/s10648-014-9295-x (2398652)
Hawkins, R. O., Marsicano, R., Schmitt, A. J., McCallum, E., & Musti-Rao, S. (2015). Comparing the efficiency of repeated reading and listening-while-reading to improve fluency and comprehension. Education and Treatment of Children, 38(1), 49-70. (2398618)
Hier, B. O., & Eckert, T. L. (2014). Evaluating elementary-aged students’ abilities to generalize and maintain fluency gains of a performance feedback writing intervention. School Psychology Quarterly, 29(4), 488-502. (2398655)
Lenfest, A., & Reed, D. K. (2015). Enhancing basal vocabulary instruction in kindergarten. Learning Disabilities Research & Practice, 30(1), 43-50. (2398698)
Lindo, E. J. (2014). Family background as a predictor of reading comprehension performance: An examination of the contributions of human, financial, and social capital. Learning and Individual Differences, 32, 287-293. (2398620)
Mason, L. H., Davison, M. D., Hammer, C. S., Miller, C. A., & Glutting, J. J. (2013). Knowledge, writing, and language outcomes for a reading comprehension and writing intervention. Reading and Writing, 26(7), 1133-1158. (2398622)
McCartney, E., Boyle, J., & Ellis, S. (2015). Developing a universal reading comprehension intervention for mainstream primary schools within areas of social deprivation for children with and without language‐learning impairment: A feasibility study. International Journal of Language & Communication Disorders, 50(1), 129-135. (2398637)
McKenna, J. W., Flower, A., Kyung Kim, M., Ciullo, S., & Haring, C. (2015). A systematic review of function‐based interventions for students with learning disabilities. Learning Disabilities Research & Practice, 30(1), 15-28. (2398701)
McMaster, K. L., Espin, C. A., & Broek, P. (2014). Making connections: Linking cognitive psychology and intervention research to improve comprehension of struggling readers. Learning Disabilities Research & Practice, 29(1), 17-24. (2398704)
Moran, A. S., Swanson, H. L., Gerber, M. M., & Fung, W. (2014). The effects of paraphrasing interventions on problem‐solving accuracy for children at risk for math disabilities. Learning Disabilities Research & Practice, 29(3), 97-105. (2398727)
O’Reilly, T., Weeks, J., Sabatini, J., Halderman, L., & Steinberg, J. (2014). Designing reading comprehension assessments for reading interventions: How a theoretically motivated assessment can serve as an outcome measure. Educational Psychology Review, 26(3), 403-424. (2398645)
Ross, S. G., & Begeny, J. C. (2015). An examination of treatment intensity with an oral reading fluency intervention: Do intervention duration and student-teacher instructional ratios impact intervention effectiveness? Journal of Behavioral Education, 24, 11-32. (2398735)
Shore, J., Sabatini, J., Lentini, J., Holtzman, S., & McNeil, A. (2015). Development of an evidence-based reading fluency program for adult literacy learners. Reading Psychology, 36(1), 86-104. (2398641)
Stoeger, H., Sontag, C., & Ziegler, A. (2014). Impact of a teacher-led intervention on preference for self-regulated learning, finding main ideas in expository texts, and reading comprehension. Journal of Educational Psychology, 106(3), 799-814. (2398644)
Vaughn, S., & Wanzek, J. (2014). Intensive interventions in reading for students with reading disabilities: Meaningful impacts. Learning Disabilities Research & Practice, 29(2), 46-53. (2398603)
דר' בר-און עמליה
Bar-Kochva, I., & Breznitz, Z. (2014). Reading scripts that differ in orthographic transparency: A within-participant-and-language investigation of underlying skills. Journal of Experimental Child Psychology, 121, 12-27. (2398212)
Benuck, M. B., & Peverly, S. T. (2004). The effect of orthographic depth on reliance upon semantic context for oral reading in English and Hebrew. Journal of Research in Reading, 27(3), 281-299. (2398211)
Florit, E., & Cain, K. (2011). The simple view of reading: Is it valid for different types of alphabetic orthographies? Educational Psychology Review, 23, 553-576. (2398201)
Georgiou, G. K., Torppa, M., Manolitsis, G., Lyytinen, H., & Parrila, R. (2012). Longitudinal predictors of reading and spelling across languages varying in orthographic consistency. Reading and Writing, 25, 321-346. (2398861)
Guron, L. M., & Lundberg, I. (2004). Error patterns in word reading among primary school children: A cross-orthographic study. Dyslexia, 10, 44-60. (2398850)
Joshi, R. M., Ji X. R., Breznitz, Z., Amiel, M., & Yulia, A. (2015). Validation of the simple view of reading in Hebrew: A Semitic language. Scientific Studies of Reading, 19, 243-252. (2398865)
Katzir, T., Schiff, R., & Kim, Y. (2012). The effects of orthographic consistency on reading development: A within and between cross-linguistic study of fluency and accuracy among fourth grade English- and Hebrew-speaking children. Learning and Individual Differences, 22, 673-679. (002362715)
Katzir, T., Shaul, S., Breznitz, Z., & Wolf, M. (2004). The universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders. Reading and Writing, 17, 739-768. (2398868)
Levin, I., Aram, D., Tolchinsky, L., & McBride, C. (2013). Maternal mediation of writing and children's early spelling and reading: The Semitic abjad versus the European alphabet. Writing Systems Research, 5(2), 134-155. (2398214)
Miller, P., Kargin, T., & Guldenoglu, B. (2014). Differences in the reading of shallow and deep orthography: Developmental evidence from Hebrew and Turkish readers. Journal of Research in Reading, 37(4), 409-432. (2398213)
Moll, K., Ramusd, F., Bartlinge, J., Brudere, J., Kunzee, S., Neuhoffe, N., … Schulzu, E. (2014). Cognitive mechanisms underlying reading and spelling development in five European orthographies. Learning and Instruction, 29, 65-77. (2398202)
Seidenberg, M. S. (in press). Reading in different writing systems: One architecture, multiple solutions. In P. McCardle, J. Ren, & O. Tzeng (Eds.), Across languages: Orthography and the brain-gene-behavior link. Baltimore, MD: Brookes. (2398199)
Vassen, A., Bertrand, D., Tóth, D., Csépe, V., Faísca, L., Reis, A., & Blomert, L. (2010). Cognitive development of fluent word reading does not qualitatively differ between transparent and opaque orthographies. Journal of Educational Psychology, American Psychological Association, 102(4), 827-842. (2398221)
Ziegler, J. C., Bertrand, D., Tóth, D., Csépe, V., Reis, A., Faísca, L., … Blomert, L. (2010). Orthographic depth and its impact on universal predictors of reading: A cross-language investigation. Psychological Science, 21(4), 551-559. (2398220)
Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131(1), 3-29. (2398855)
דר' מני יערי
Bowyer-Crane, C., & Snowling, M. J. (2010). Turning frogs into princes: Can children make inferences from fairy tales? Reading and Writing, 23(1), 19-29. (2398933)
Casteel, M. A. (2007). Contextual support and predictive inferences: What do readers generate and keep available for use? Discourse Processes, 44(1), 51-72. (002362630)
Cook, A. E., Limber, J. E., & O'Brien, E. J. (2001). Situation-based context and the availability of predictive inferences. Journal of Memory and Language, 44(2), 220-234. (002362644)
Gerrig, R. J., & O’Brien, E. J. (2005). The scope of memory-based processing. Discourse Processes, 39, 225-242. (002362643)
Gygax, P., Tapiero, I., & Carruzzo, E. (2007). Emotion inferences during reading comprehension: What evidence can the self-pace reading paradigm provide? Discourse processes, 44(1), 33-50. (2362631)
Harmon-Vukić, M., Guéraud, S., Lassonde, K. A., & O'Brien, E. J. (2009). The activation and instantiation of instrumental inferences. Discourse Processes, 46(5), 467-490. (2362624)
Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge: Cambridge University Press. (Chapter 4 – 002372869).
Kintsch, W. (2005). An overview of top-down and bottom-up effects in comprehension: The CI perspective. Discourse Processes, 39(2-3), 125-128. (002362640)
Klin, C. M., Guzman, A. E., & Levine, W. H. (1999). Prevalence and persistence of predictive inferences. Journal of Memory and Language, 40, 593-604. (002362641)
Myers, J. L., & O’Brien, E. J. (1998). Accessing the discourse representation during reading. Discourse Processes, 26, 131-157. (002375487)
Nieuwland, M. S., & Van Berkum, J. J. A. (2005). Testing the limits of the semantic illusion phenomenon: ERPs reveal temporary semantic change deafness in discourse comprehension. Cognitive Brain Research, 24, 691-701. (2398223)
Nieuwland, M. S., & Van Berkum, J. J. A. (2006). When peanuts fall in love: N400 evidence for the power of discourse. Journal of Cognitive Neuroscience, 18, 1098-1111. (2398222)
O'Brien, E. J., Rizzella, M. L., Albrecht, J. E., & Halleran, J. G. (1998). Updating a situation model: a memory-based text processing view. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24(5), 1200-1210. (2398941)
Shears, C., Miller, V., Ball M., Hawkins A., Griggs J., & Varner A. (2007). Cognitive demand differences in causal inferences: Characters’ plans are more difficult to comprehend than physical causation. Discourse Processes, 43, 255-278. (002362626)
Singer, M., & Halldorson, M. (1996). Constructing and validating motive bridging inferences. Cognitive Psychology, 30(1), 1-38. (002362627)
Van Berkum, J. J. (2012). The electrophysiology of discourse and conversation. In M. Spivey, M. Joanisse, & K. McRae (Eds.), The Cambridge handbook of psycholinguistics (pp. 589-614). Cambridge: Cambridge University Press. (2398224)
