בחינות ביבליוגרפיות 77-960-26 המגמה ללקויות למידה

 

ביה"ס לחינוך, אוניברסיטת בר-אילן

המגמה ללקויות למידה

ראש המגמה: ד"ר רחל שיף
קוד הקורס: 77-960-26
 

רשימת המקורות לבחינה הביבליוגרפית - תשע"ג

באתר ספריית ביה"ס לחינוך, ניתן יהיה להוציא את הפריטים עם הפניות לספרים ולמאמרים הסרוקים

 

 

מאמרים לבחינה הביבליוגרפית

פרופ' שיף

Bose, A., Colangelo, A., & Buchanan, L. (2011). Effect of phonetic complexity on word reading and repetition in deep dyslexia. Journal of Neurolinguistics, 24, 435-444. (2362663)

Chung, K., & McBride-Chang, C. (2011). Executive function skills uniquely predict Chinese word reading. Journal of Educational Psychology, 103, 909-921. (2362717)

Clemens, N. H., Shapiro, E. S., & Themmes, F. (2011). Improving the efficiency of first grade reading screening: An investigation of word identification fluency with other early literacy indicators. School Psychology Quarterly, 26, 231-244. (2362721)

Deacon, S. H. (2012). Sounds, letters and meanings: The independent influences of phonological, morphological and orthographic skills on early word reading accuracy. Journal of Research in Reading, 35, 456-475. (2362936)

Devonshire, V., Morris, P., & Fluck, M. (2013). Spelling and reading development: The effect of teaching children multiple levels of representation in their orthography. Learning and Instruction, 25, 85-94.

Diependaele, K., Morris, J., Serota, R. M., Bertrand, D., & Grainger, J. (2012). Breaking boundaries: Letter transpositions and morphological processing. Language and Cognitive Processes, iFirst, 1-16. (2362660)

Goodwin, A. P., Kilbert, J. K., & Cho, S. (2013). Morphological contributions to adolescent word reading: An item response approach. Reading Research Quarterly, 48, 39-60. (2362727)

Guerard, K., Saint-Aubin, J., Poirier, M., & demetriou, C. (2012). Assessing the influence of the letter position in reading normal and transposed texts using a letter detection task. Canadian Journal of Experimental Psychology, 66, 227-238. (2362659)

Hennessey, N. W., Deadman, A., & Williams, C. (2012). Semantic effects on word naming in children with developmental dyslexia. Journal of Research in Reading, 35, 267-286. (2362893)

Katzir, T., Schiff, R., & Young-Suk, K. (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. (2362715)

Kruk, R. S., & Bergman, K. (2013). The reciprocal relations between morphological processes and reading. Journal of Experimental Child Psychology, 114, 10-34. (2362886)

Nunes, T., Bryant, P., & Barros, R. (2012). The development of word recognition and its significance for comprehension and fluency. Journal of Educational Psychology, 104, 959-973. (2362662)

Rabovsky, M., Sommer, W., & Rahman, R. A. (2012). Depth of conceptual knowledge modulates visual processes during word reading. Journal of Cognitive Neuroscience, 24, 990-1005. (2362661)

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. (2362919)

Schiff, R., Schwartz-Nohshon, 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. (2362888)

Van den Broeck, W., & Geudens, A. (2012). Old and new ways to study characteristics of reading disability: The case of the non-word reading deficit. Cognitive Psychology, 65, 414-456. (2362730)

Vaughn, S., Wexler, J., Leroux, A., Roberts, G., Denton, C., Barth, A., & Fletcher, J. (2012). Effects of intensive reading intervention for eight-grade students with persistently inadequate response to intervention. Journal of Learning Disabilities, 46, 515-525. (2362724)

Wagovich, S. A., Pak, Y., & Miller, M. D. (2012). Orthographic word knowledge growth in school-age children. American Journal of Speech-Language Pathology, 21, 140-153. (2362943)

Wanzek, J., & Roberts, G. (2012). Reading intervention with varying instructional emphases for fourth graders with reading difficulties. Learning Disability Quarterly, 35, 90-101. (2362883)

 

ד"ר יערי

Beeman, M. J., Bowden, E. M., & Gernsbacher, M. A. (2000). Right and left hemisphere cooperation for drawing predictive and coherence inferences during normal story comprehension. Brain and Language, 71, 310-336. (2362642)

Casteel, M. A. (2007). Contextual support and predictive inferences: What do readers generate and keep available for use? Discourse processes, 44(1), 51-72. (2362630)

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. (2362644)

Gerrig, R. J., & O'Brien, E. J. (2005). The scope of memory-based processing. Discourse Processes, 39, 225-242. (2362643)

Graesser, A. C., Singer, M., & Trabasso, T. (1994). Constructing inferences during narrative text comprehension. Psychological Review, 101, 371-395. (2362629)

Gygax, P., Tapiero, I., & Carruzzo, E. (2007). Emotion inferences during reading comprehension: What evidence can the self-pace reading paradigm provide? Discourse Processes, 44, 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. (2005). An overview of top-down and bottom-up effects in comprehension: The CI perspective. Discourse Processes, 39(2-3), 125-128. (2362640)

Klin, C. M., Guzman, A. E., & Levine, W. H. (1999). Prevalence and persistence of predictive inferences. Journal of Memory and Language, 40, 593-604. (2362641)

Long, D. L. (2005). Have we been searching for meaning in all the wrong places? Defining the "search after meaning" principle in comprehension. Discourse Processes, 39, 279-298. (2362633)

Magliano, J. P., Trabasso, T., & Graesser, A. C. (1999). Strategic processing during comprehension. Journal of Educational Psychology, 91, 615-629. (2362657)

McNamara, D. S., de Vega, M., & O'Reilly, T. (2007). Comprehension skill, inference making, and the role of knowledge. In F. Schmalhofer & C. A. Perfetti (Eds.), Higher level language processes in the brain: Inference and comprehension processes (pp. 232-251). Mahwah, NJ: Erlbaum. (2363458)

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. (2362626)

Singer, M., & Halldorson, M. (1996). Constructing and validating motive bridging inferences. Cognitive Psychology, 30(1), 1-38. (2362627)

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). (2363456)

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. (2362637)

ד"ר בר-און

בר-און, ע' (2011). תהליכים לשוניים ברכישת העברית הלא מנוקדת. בתוך ד' ארם וע' קורת (עורכות), אוריינות ושפה: יחסי גומלין, דו-לשוניות וקשיים (עמ' 148-165). ירושלים: מגנס. (17 ע') (001219457)

סאיג-חדאד, א' (2008). על האתגר שמציבה הדיגלוסיה ברכישת תהליכי קריאה בסיסיים בערבית: סקירה והשערה. אוריינות ושפה, 1, 105-126. (21 ע') (2362620)

רביד, ד' (2011). כותבים מורפו(פונו)לוגיה: הפסיכולוינגוויסטיקה של הכתיב העברי. בתוך ד' ארם וע' קורת (עורכות), אוריינות ושפה - יחסי גומלין, דו-לשוניות וקשיים (עמ' 190-210). ירושלים: מאגנס. (20 ע') (001219459)

Bar-On, A., & Ravid, D. (2011). Morphological decoding in Hebrew pseudo words: a developmental study. Applied Psycholinguistics, 32, 553-581. (28 pp) (1220141)

Deacon, S. H., Conard, N., & Pacton, S. (2008). A statistical learning perspective on children's learning about graphotactic and morphological regularities in spelling. Canadian Psychology, 49(2), 118-124. (7 pp) (2363046)

Frost, R. (2012). Towards a universal model of reading. Behavioral and Brain Sciences, 35, 1-17. (17 pp) (002360274)

Frost, R., Kugler, T., Deutsch, A. & Forster, K. I. (2005). Orthographic structure versus morphological structure: Principles of lexical organization in a given language. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31(6), 1293-1326. (33 pp) (001220903)

Perfetti, C. A. (2003). The universal grammar of reading. Scientific Studies of Reading, 7, 3-24. (21 pp) (2363052)

Sandra, D. (2011). Spelling strategies in alphabetic scripts: Insights gained and challenges ahead. The Mental Lexicon, 6(1), 110-140. (30 pp) (2363437)

Seymour, P. H. K., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143-174. (2364019)

Shany, M., Bar-On, A., & Cohen-Katzir, T. (2012). Reading different orthographic structures in the shallow-pointed Hebrew script: A cross-grade study in elementary school. Reading and Writing, 25(6), 1217-1238. (21 pp)   (1219438)

Share, D. L. (2008). On the anglocentricities of current reading research and practice: The perils of overreliance on an "outlier" orthography. Psychological Bulletin, 134(4), 584-615. (31 pp) (001219401)

Share, D. L., & Blum, P. (2005). Syllable splitting in literate and preliterate Hebrew speakers: Onsets and rimes or bodies and codas? Journal of Experimental Child Psychology, 92, 182-202. (20 pp) (2363050)

Ziegler, J. C., & Goswami, U. (2006). Becoming literate in different languages: Similar problems, different solutions. Developmental Science, 9(5), 429-436. (7 pp) (1219402)