learning disabilities
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Segal-Drori, O., Ben Haim Kalmanovich, L., & Shamir, A. (2018)
Electronic Book for Promoting Emergent Math: A Comparison Between Kindergarteners at Risk for Learning Disabilities and With Typical Development. Journal of Educational Computing
Research. DOI: 10.1177/0735633118769459 -
Segal-Drori, O., Ben Haim Kalmanovich, L., & Shamir, A. (2018)
Electronic Book for Promoting Emergent Math: A Comparison Between Kindergarteners at Risk for Learning Disabilities and With Typical Development. Journal of Educational Computing
Research. DOI: 10.1177/0735633118769459 -
Spektor-Levy, O., & Yifrach, M. (2017)
If Science Teachers Are Positively Inclined Toward Inclusive Education, Why Is It So Difficult? Research in Science Education, DOI: 10.1007/s11165-017-9636-0
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Spektor-Levy, O., & Yifrach, M. (2017)
If Science Teachers Are Positively Inclined Toward Inclusive Education, Why Is It So Difficult? Research in Science Education, DOI: 10.1007/s11165-017-9636-0
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Schiff, R., & Joshi, R. Malatesha (Eds.) (2016)
Interventions in Learning Disabilities; A Handbook on Systematic Training Programs for Individuals with Learning Disabilities. Cham : Springer International Publishing
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Schiff, R., & Joshi, R. Malatesha (Eds.) (2016)
Interventions in Learning Disabilities; A Handbook on Systematic Training Programs for Individuals with Learning Disabilities. Cham : Springer International Publishing
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Shamir, A. & Korat, O. (2015)
Educational Electronic Books for Supporting Emergent Literacy of Kindergarteners At-Risk for Reading Difficulties—What Do We Know So Far? Computers in the Schools, 32 (2), 105-121,
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Shamir, A. & Korat, O. (2015)
Educational Electronic Books for Supporting Emergent Literacy of Kindergarteners At-Risk for Reading Difficulties—What Do We Know So Far? Computers in the Schools, 32 (2), 105-121,
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Shamir, A. & Korat, O. (2015)
Educational Electronic Books for Supporting Emergent Literacy of Kindergarteners At-Risk for Reading Difficulties—What Do We Know So Far? Computers in the Schools, 32 (2), 105-121,
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Shamir, A. & Korat, O. (2015)
Educational Electronic Books for Supporting Emergent Literacy of Kindergarteners At-Risk for Reading Difficulties—What Do We Know So Far? Computers in the Schools, 32 (2), 105-121,
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Eden S., Shamir. A. & Fershtman, M. (2013)
Making a difference: Using laptops as a support for spelling improvement among students with learning disability. In A. Shamir, & O. Korat (eds.),Technology as a support for literacy achievements for children at risk(pp.199-209), Dordrecht : Springer
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Eden S., Shamir. A. & Fershtman, M. (2013)
Making a difference: Using laptops as a support for spelling improvement among students with learning disability. In A. Shamir, & O. Korat (eds.),Technology as a support for literacy achievements for children at risk(pp.199-209), Dordrecht : Springer
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Eden S., Shamir. A. & Fershtman, M. (2013)
Making a difference: Using laptops as a support for spelling improvement among students with learning disability. In A. Shamir, & O. Korat (eds.),Technology as a support for literacy achievements for children at risk(pp.199-209), Dordrecht : Springer
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Eden S., Shamir. A. & Fershtman, M. (2013)
Making a difference: Using laptops as a support for spelling improvement among students with learning disability. In A. Shamir, & O. Korat (eds.),Technology as a support for literacy achievements for children at risk(pp.199-209), Dordrecht : Springer
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Mashal, N. (2013)
Nonliteral comprehension deficits in children with learning disabilities: Implications of brain imaging technology. In A. Shamir, & O. Korat (eds.), Technology as a support for literacy achievements for children at risk(pp.211-219), Dordrecht : Springer
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Mashal, N. (2013)
Nonliteral comprehension deficits in children with learning disabilities: Implications of brain imaging technology. In A. Shamir, & O. Korat (eds.), Technology as a support for literacy achievements for children at risk(pp.211-219), Dordrecht : Springer
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Shamir, A., Korat, O. & Fellah, R. (2013)
Promoting emergent literacy of children at risk for learning disabilities: do e-books make a difference? In A. Shamir, & O. Korat (eds.), Technology as a support for literacy achievements for children at risk (pp.173-185), Dordrecht : Springer
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Shamir, A. & Lifshitz, I. (2013)
E-Books for supporting the emergent literacy and emergent math of children at risk for learning disabilities: can metacognitive guidance make a difference? European journal of special needs education, 28(1), 33-48.
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Shamir, A., Korat, O. & Fellah, R. (2013)
Promoting emergent literacy of children at risk for learning disabilities: do e-books make a difference? In A. Shamir, & O. Korat (eds.), Technology as a support for literacy achievements for children at risk (pp.173-185), Dordrecht : Springer
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Shamir, A., Korat, O. & Fellah, R. (2013)
Promoting emergent literacy of children at risk for learning disabilities: do e-books make a difference? In A. Shamir, & O. Korat (eds.), Technology as a support for literacy achievements for children at risk (pp.173-185), Dordrecht : Springer
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Shamir, A., Korat, O. & Fellah, R. (2013)
Promoting emergent literacy of children at risk for learning disabilities: do e-books make a difference? In A. Shamir, & O. Korat (eds.), Technology as a support for literacy achievements for children at risk (pp.173-185), Dordrecht : Springer
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Shamir, A. & Lifshitz, I. (2013)
E-Books for supporting the emergent literacy and emergent math of children at risk for learning disabilities: can metacognitive guidance make a difference? European journal of special needs education, 28(1), 33-48.
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Mashal, N.& Kasirer, A. (2012)
Principal component analysis study of visual and verbal metaphoric comprehension in children with autism and learning disabilities. Research in Developmental Disabilities 33(1), 274-282
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Mashal, N.& Kasirer, A. (2012)
Principal component analysis study of visual and verbal metaphoric comprehension in children with autism and learning disabilities. Research in Developmental Disabilities 33(1), 274-282
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Mashal, N. & Kasirer, A. (2012)
The relationship between visual metaphor comprehension and recognition of similarities in children with learning disabilities. Research in Developmental Disabilities, 33, 1741-1748