בחינות ביבליוגרפיות - דר' שני לוי שמעון לקויות למידה - כתיב

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

 

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Cordewener, K. A., Hasselman, F., Verhoeven, L., & Bosman, A. M. (2018). The role of instruction for spelling performance and spelling consciousness. The Journal of Experimental Education, 86(2), 135-153.(000117614)

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. (000139821)

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. (000155011)

Elleman, A. M., Steacy, L. M., & Compton, D. L. (2019). The Role of Statistical Learning in Word Reading and Spelling Development: More Questions Than Answers. Scientific Studies of Reading, 23(1), 1-7. (001226311)

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. (002404079)

Gingras, M., & Sénéchal, M. (2019). Evidence of statistical learning of orthographic representations in grades 1–5: The case of silent letters and double consonants in French. Scientific Studies of Reading, 23(1), 37-48. (001226311)

Good, J. E., Lance, D. M., & Rainey, J. (2018). The use of direct spelling instruction for children with language impairment. Communication Disorders Quarterly, 39(3), 438-441. (000573316)

Rahmanian, S., & Kuperman, V. (2019). Spelling errors impede recognition of correctly spelled word forms. Scientific Studies of Reading, 23(1), 24-36.‏ (001226311)

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.(000446951)

Schiff, R., & Ravid, D. (2004). Vowel representation in written Hebrew: Phonological, orthographic, and morphological contexts. Reading and Writing, 17(3), 241-265. (002438199)

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. (000132983)

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. (000446951)

Treiman, R. (2017). Learning to spell: Phonology and beyond. Cognitive neuropsychology, 34(3-4), 83-93.(001226063)

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), 1154-1159. (000117622)

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. (000517070)

Westwood, P. (2015). Spelling: do the eyes have it?. Australian Journal of Learning Difficulties, 20(1), 3-13. (002405018)

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, 50(3), 286-297. (000118638)