Theses & Dissertations

Year			Student	Advisor
2014	Mother-child joint book reading and its contribution to the child language among children from different SES groups (HEBREW)	MA	Shpilberg, Liat	Prof. Ofra Korat
2012	Does maternal mediation during book reading promotes children’s emergent reading? and does the progress maintains? (HEBREW)	MA	Arest, Keren	Prof. Ofra Korat
2012	The impact of maternal mediation on kindergarten children’s spoken language following book reading (HEBREW)	MA	Hibel-Karmi, Shany	Prof. Ofra Korat
2010	Maternal mediation during a shared book-reading activity and its contribution to children’s literacy in kindergarten and first grade: evidence from the Arab family (Hebrew)	PhD	Hassunah Arafat, Safieh	Prof. Pnina Klein Prof. Ofra Korat
2010	The effect of reading an electronic book on the early reading in children: a comparison between the peer learning activity in similar age peers and peer learning activity in cross age peers (HEBREW)	MA	Shoham-Gueta, Tamar	Prof. Ofra Korat
2009	Does repeated reading of an educational electronic book promote young children’s emergent literacy? : a comparison between pre-kindergarten and kindergarten children (HEBREW)	MA	Blau, Hila	Prof. Ofra Korat
2009	Maternal mediation of children’s electronic and print storybook reading: comparison of commerical and educational books (HEBREW)	MA	Or, Tal	Prof. Ofra Korat
2009	Parental mediation during a shared book-reading activity, parental beliefs and the child’s emergent literacy level: an intergender viewpoint (HEBREW)	PhD	Ron, Ruth	Prof. Pnina Klein Prof. Ofra Korat
2009	Kindergarten children’s reading an e-book and a printed book with and without adult mediation: effects on emergent reading (HEBREW)	PhD	Segal-Drori, Ora	Prof. Pnina Klein Prof. Ofra Korat
2008	Promoting emergent writing following an electronic-book activity with and without adult support in kindergarten children of low SES (HEBREW)	MA	Arviv, Livnat	Prof. Ofra Korat
2008	The development of a computerized intervention program for the advancement of phonological awareness and reading and a test of its effect on phonological ability, reading levels and quantitative perception of numbers among children... (HEBREW)	PhD	Gitait, Aviva	Prof. Ofra Korat Prof. Zmira Mevarech
2006	The effect of the electronic book on the development of early writing in children: a comparison between the peer tutoring activity in similar age groups and peer tutoring activity in cross age groups (HEBREW)	MA	Cohen-Weiss, Sara	Prof. Ofra Korat
2006	Mothers’ and teachers’ attributions of the first grader’s literacy skills compared to his actual performance: a comparison between status groups (HEBREW)	MA	Yagudeev, Ester Polina	Prof. Ofra Korat
2005	Mothers’ and kindergarten-teachers’ attributions of the child's literacy skills compared to his actual performance: a comparison between two SES groups (HEBREW)	MA	Amar, Edna	Prof. Ofra Korat
2005	Maternal cognitive and affective mediation to young children while reading a book and looking at a photo-album: a comparison between two social groups (HEBREW)	MA	Badash-Landau, Yael	Prof. Ofra Korat
2005	Maternal mediation during book reading activity to the child, maternal beliefs and child’s emergent literacy: a comparison between two socio-economic status (SES) groups (HEBREW)	MA	Haglili, Sharon	Prof. Ofra Korat
2004	Cognitive mediation and affective support during book reading activity and looking at a family album: comparing mothers and fathers from two socioeconomic strata groups (HEBREW)	MA	Ron, Ruth	Prof. Ofra Korat
2004	Cognitive and affective aspects of mothers’ mediation in reading a book to a child and their contribution to his/her emergent reading: a comparison between two socio-economic status (SES) groups (HEBREW)	MA	Segel-Drori, Ora	Prof. Ofra Korat