בחינות ביבליוגרפיות דר' שני לוי שמעון מגמת לקויות למידה 2

רשימת מאמרים לבחינה הביבליוגרפית בנושא כתיב/ דר' שני לוי שמעון

 

Bowers, J. S., & Bowers, P. N. (2017). Beyond phonics: the case for teaching children the logic of the English spelling system. Educational Psychologist, 52(2), 124-141.

Cordewener, K. A., Hasselman, F., Verhoeven, L., & Bosman, A. M. (2017). The role of instruction for spelling performance and spelling consciousness. The Journal of Experimental Education, 1-19.

Deacon, S. H., Conrad, N., & Pacton, S. (2008). A statistical learning perspective on children's learning about graphotactic and morphological regularities in spelling. Canadian Psychology/Psychologie Canadienne, 49(2), 118.

Deacon, S. H., & Bryant, P. (2006). Getting to the root: Young writers' sensitivity to the role of root morphemes in the spelling of inflected and derived words. Journal of Child Language, 33(02), 401-417.

Frost, R. (2011). Looking across orthographies. In P. McCardle, B. Miller, J. R. Lee, & O. J. L. Tzeng (Eds.), Dyslexia across languages: Orthography and the brain-gene-behavior link. Baltimore, MD: Brooks.

Frost, R., Grainger, J., & Carreiras, M. (2008). Advances in morphological processing: An introduction. Language and Cognitive Processes, 23(7-8), 933-941. doi:10.1080/01690960802321925

Perdijk, K., Schreuder, R., Baayen, R. H., & Verhoeven, L. (2012). Effects of morphological family size for young readers. British Journal of Developmental Psychology, 30(3), 432-445.‏ doi:10.1111/j.2044-835X.2011.02053.x

Schiff, R. (2012). Shallow and deep orthographies in Hebrew: The role of vowelization in reading development for unvowelized scripts. Journal of Psycholinguistic Research, 41(6), 409-424.

Schiff, R., & Ravid, D. (2004). Vowel representation in written Hebrew: Phonological, orthographic, and morphological contexts. Reading and Writing, 17(3), 245-265. doi:10.1023/B:READ.0000017668.48386.90

Squires, K. E., & Wolter, J. A. (2016). The effects of orthographic pattern intervention on spelling performance of students with reading disabilities: A best evidence synthesis. Remedial and Special Education, 37(6), 357-369.

Taha, H., & Saiegh-Haddad, E. (2016). The role of phonological versus morphological skills in the development of Arabic spelling: An intervention study. Journal of psycholinguistic research, 45(3), 507-535.

Treiman, R. (2017). Learning to spell: Phonology and beyond. Cognitive neuropsychology, 34(3-4), 83-93.

Treiman, R., & Kessler, B. (2006). Spelling as statistical learning: Using consonantal context to spell vowels. Journal of Educational Psychology, 98(3), 642.

Treiman, R., & Kessler, B. (2016). Choosing between alternative spellings of sounds: The role of context. Journal of Experimental Psychology: Learning, Memory, and Cognition, 42(7), 1154.

Treiman, R., Stothard, S. E., & Snowling, M. J. (2013). Instruction matters: spelling of vowels by children in England and the US. Reading and writing, 26(3), 473-487.

Velan, H., Frost, R., Deutsch, A., & Plaut, D. C. (2005). The processing of root morphemes in Hebrew: Contrasting localist and distributed accounts. Language and Cognitive Processes, 20(1-2), 169-206. doi:10.1080/01690960444000214

Westwood, P. (2015). Spelling: do the eyes have it?. Australian Journal of Learning Difficulties, 20(1), 3-13.

Williams, K. J., Walker, M. A., Vaughn, S., & Wanzek, J. (2016). A Synthesis of Reading and Spelling Interventions and Their Effects on Spelling Outcomes for Students With Learning Disabilities. Journal of learning disabilities, 0022219415619753.