reading comprehension
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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), 56-77–77. https://doi.org/10.1080/02702711.2023.2253219
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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), 56-77–77. https://doi.org/10.1080/02702711.2023.2253219
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
-
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