בחינות ביבליוגרפיות - פרופ' רחל שיף - לקויות למידה

מאמרים לבחינה ביבליוגרפית

  1. Arciuli, J. (2018). Reading as statistical learning. Language, Speech, and Hearing Services in Schools, 49(3S), 634-643.‏( 001161245)
  2. Arciuli, J., & Conway, C. M. (2018). The Promise—and Challenge—of Statistical Learning for Elucidating Atypical Language Development. Current directions in psychological science, 27(6), 492-500.‏ (001184292)
  3. Baron, L. S., Hogan, T. P., Alt, M., Gray, S., Cabbage, K. L., Green, S., & Cowan, N. (2018). Children with dyslexia benefit from orthographic facilitation during spoken word learning. Journal of Speech, Language, and Hearing Research, 61(8), 2002-2014.‏ (000332416)
  4. Adwan-Mansour, J., & Bitan, T. (2017). The effect of stimulus variability on learning and generalization of reading in a novel script. Journal of Speech, Language, and Hearing Research, 60(10), 2840-2851. (000332416)
  5. Christiansen, M. H. (April 2018). Implicit statistical learning: A tale of two literatures. Topics in cognitive science.‏‏ (001185648)
  6. Frost, R., Siegelman, N., Narkiss, A., & Afek, L. (2013). What predicts successful literacy acquisition in a second language?. Psychological science, 24(7), 1243-1252.‏ (001188717)
  7. Kahta, S., & Schiff, R. (2016). Implicit learning deficits among adults with developmental dyslexia. Annals of dyslexia, 66(2), 235-250.‏(000463825)
  8. Law, J. M., Veispak, A., Vanderauwera, J., & Ghesquière, P. (2018). Morphological awareness and visual processing of derivational morphology in high-functioning adults with dyslexia: An avenue to compensation?. Applied Psycholinguistics, 39(3), 483-506.   ‏(000130213)
  9. Saffran, J. R. (2018). Statistical learning as a window into developmental disabilities. Journal of neurodevelopmental disorders, 10(1), 35.‏ (001168008)
  10. Schiff, R., Cohen, M., Marton, R., & Sasson, A. (2019). Auditory Morphological Knowledge in Adults with Dyslexia: The Importance of Semantic Information. Scientific Studies of Reading, 1-17.‏ https://doi.org/10.1080/10888438.2019.1568440
  11. Katan, P., Kahta, S., Sasson, A., & Schiff, R. (2017). Performance of children with developmental dyslexia on high and low topological entropy artificial grammar learning task. Annals of dyslexia, 67(2), 163-179.‏ (000463825)
  12. Schiff, R., Katan, P., Sasson, A., & Kahta, S. (2017). Effect of chunk strength on the performance of children with developmental dyslexia on artificial grammar learning task may be related to complexity. Annals of dyslexia, 67(2), 180-199.‏ (000463825)
  13. Schiff, R., Sasson, A., Star, G., & Kahta, S. (2017). The role of feedback in implicit and explicit artificial grammar learning: A comparison between dyslexic and non-dyslexic adults. Annals of dyslexia, 67(3), 333-355.‏ (000463825)
  14. Sigurdardottir, H. M., Danielsdottir, H. B., Gudmundsdottir, M., Hjartarson, K. H., Thorarinsdottir, E. A., & Kristjánsson, Á. (2017 April). Problems with visual statistical learning in developmental dyslexia. Scientific reports, 7(1), 606.‏ (001219891)
  15. Spencer, M., Kaschak, M. P., Jones, J. L., & Lonigan, C. J. (2015). Statistical learning is related to early literacy-related skills. Reading and writing, 28(4), 467-490.‏ (000517070)
  16. von Koss Torkildsen, J., Arciuli, J., & Wie, O. B. (2019). Individual differences in statistical learning predict children's reading ability in a semi-transparent orthography. Learning and Individual Differences, 69, 60-68.‏ (000581951)
  17. van der Kleij, S. W., Groen, M. A., Segers, E., & Verhoeven, L. (2019). Sequential implicit learning ability predicts growth in reading skills in typical readers and children with dyslexia. Scientific Studies of Reading, 23(1), 77-88.‏
  18. van der Kleij, S. W., Groen, M. A., Segers, E., & Verhoeven, L. (2019). Enhanced semantic involvement during word recognition in children with dyslexia. Journal of experimental child psychology, 178, 15-29.‏ (000117613)
  19. Vandermosten, M., Wouters, J., Ghesquière, P., & Golestani, N. (2019). Statistical learning of speech sounds in dyslexic and typical reading children. Scientific Studies of Reading, 23(1), 116-127.‏( 001226311)