reading comprehension

Yeari, M., Lavi, T., Rasouly-Balfer, A., & Shalev, L. (2024). Meta-Strategic Learning of Structure Strategies in Reading Comprehension of Expository Texts. Reading Psychology, 45(1)‪, 56-77.‪ https://doi.org/10.1080/02702711.2023.2253219

Schiff, R., Levy-Shimon, S., Shashoua, L., & Sasson, A. (2024). Same spelling, different meaning: An EF-based homograph reading intervention for struggling readers. Reading & Writing Quarterly. https://doi.org/10.1080/10573569.2024.2304767.

Yeari, M.‪, Lavi, T.‪, Rasouly-Balfer, A.‪, & Shalev, L.‪ (2024)‪.‪ Meta-strategic Learning of Structure Strategies in Reading Comprehension of Expository Texts.‪ Reading Psychology, 45(1)‪, 56-77.‪ https://doi.org/10.1080/02702711.2023.2253219.

.

Avramovich, A., & Yeari, M. (2024). The Role of Planning in Reading Comprehension by Adolescents with ADHD: Evidence from Eye-Movements.‪ Reading & Writing Quarterly, 40(5), pp. 473-488.‪ 16p.‪ https://doi.org/10.1080/10573569.2023.2277709

Kimhi, Y., Mirsky, Y., & Bauminger-Zviely N. (2024). The role of theory of mind, executive functions, and central coherence in reading comprehension for children with ASD and typical development. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-024-06272-y.

Sasson, A., Schiff R., & Zluf, B. (2024). Syntactic knowledge in a foreign language: examining cross-language transfer effects in L2 noun phrase comprehension. Reading and Writing: An Interdisciplinary Journal, 26p. https://doi.org/10.1007/s11145-024-10569-w

Avramovich, A.‪, & Yeari, M.‪ (2023)‪.‪ The Role of Executive Functions in Reading Comprehension by Adolescents with ADHD: The Case of Domain-General Versus Domain-Specific Functions.‪ Reading and Writing Quarterly.‪ https://doi.‪org/10.‪1080/10573569.‪2023.‪2192705

Kimhi, Y.‪‪, Mishkin, I.‪ K.‪‪, & Bauminger-Zviely, N.‪  (2023)‪.‪ Reading comprehension strategies for expository texts: Children with and without ASD.‪ Research in Autism Spectrum Disorders, 105.‪ https://doi.‪org/10.‪1016/j.‪rasd.‪2023.‪102169

Yeari, M.‪, & Avramovich, A.‪ (2023)‪.‪ The effect of practice and expectancy of inferential questions on poor comprehenders’ inferential processing and monitoring.‪ Journal of Research in Reading, 46(1)‪, 22–41.‪ https://doi.‪org/10.‪1111/1467-9817.‪12412

Avramovich, A. &  Yeari, M. (2022) The Role of Executive Functions in Reading Comprehension by Adolescents with ADHD. Reading & Writing Quarterly, 22 pp. DOI: 10.1080/10573569.2022.2103054

Yeari, M., Schlesinger, L.M., & Moshka, E. (2021). The Role of Time Constraints and Domain Knowledge in Reading Comprehension Tests: The Case of Text-First versus Questions-First Strategies. Reading Research Quertly, 57( 3), 913– 936. https://doi.org/10.1002/rrq.452

Yeari, M., Vakil, E., Schifer, L., &  Schiff, R. (2019)

The origin of the centrality deficit in individuals with attention-deficit/hyperactivity disorder. Journal of Clinical and Experimental Neuropsychology,  41(1), 69-86 .DOI: 10.1080/13803395.2018.1501000

Iluz, S., Katz Y.J., & Stern, H. (2018)

Learning standards in a non-standard system: mapping student knowledge and comprehension in ultra-orthodox Talmud Torah schools. Journal of Religious Education, 66(3), 165–181

Yeari, M.,  Avramovich, A. &  Schiff, R. (2017)

Online inferential and textual processing by adolescents with attention-deficit/hyperactivity disorder during reading comprehension: Evidence from a probing method. Journal of Clinical and Experimental Neuropsychology, 39(5), 485-501

Korat, O. & Segal-Drori, O. (2016)

E-Book and Printed Book Reading in Different Contexts as Emergent Literacy Facilitator. Early Education and Development, 27(4), 532-550

Yeari, M. & Van Den Broek, P. (2016)

A computational modeling of semantic knowledge in reading comprehension: Integrating the landscape model with latent semantic analysis. Behavioral Research Methods, 48(3), 880-896

Katzir T., Hershko S., & Halamish V. (2013)

The Effect of Font Size on Reading Comprehension on Second and Fifth Grade Children: Bigger Is Not
Always Better. PLoS ONE 8(9), e74061, doi:10.1371/journal.pone.0074061

Yeari, M., van den Broek, P. (2011) 

A cognitive account of discourse understanding and discourse interpretation: The landscape model of reading. Discourse Studies, 13(5), 635-643

Alfassi, M. (2004)

Reading to learn: Effects of combined strategy instruction on high school students.
Journal of Educational Research, 97(4), 171-184

Kramarski, B., & Feldman, Y. (2000).

Internet in the classroom: Effects on reading comprehension, motivation and metacognitive awareness. Educational Media International, 37(3), 149-155.