המאמרים הנלמדים בקורס ליקויי קריאה (10593)

יחידה 1: רכישה תקינה של קריאה

Ehri, L. C. (2015). How children learn to read. In A. Pollatsek & R. Treiman (Eds.), The Oxford handbook of reading (pp. 293-310). Oxford: Oxford University Press
Shany, M., Bar-On, A., & Katzir, T. (2012). Reading different orthographic structures in the shallow-pointed Hebrew script: A cross-grade study in elementary school. Reading and Writing, 25, 1217-1238
Asaad, H., & Eviatar, Z. (2014). Learning to read in Arabic: The long and winding road. Reading and Writing, 27, 649-664

Peterson, R. L., & Pennington, B. F. (2012). Developmental dyslexia. The Lancet, 379, 1997-2007
Elliott, J. G., & Grigorenko, E. L. (2014). Chapter 1: What is dyslexia? In The dyslexia debate (pp. 1-41). New York: Cambridge University Press

Norton, E. S., Beach, S. D., & Gabrieli, J. D. (2015). Neurobiology of dyslexia. Current Opinion in Neurobiology, 30, 73-78
Bishop, D. V. M. (2015). The interface between genetics and psychology: Lessons from developmental dyslexia. Proceedings of the Royal Society of London B: Biological Sciences, 282(1806), 1-8
Schenker, V. J., & Petrill, S. A. (2015). Overlapping genetic and child-specific nonshared environmental influences on listening comprehension, reading motivation, and reading comprehension. Journal of Communication Disorders, 57, 94-105

Saksida, A., Iannuzzi, S., Bogliotti, C., Chaix, Y., Démonet, J. F., Bricout, L., … & Ramus, F. (2016). Phonological skills, visual attention span, and visual stress in developmental dyslexia. Developmental Psychology, 52, 1503-1516
Goswami, U. (2015). Sensory theories of developmental dyslexia: Three challenges for research. Nature Reviews Neuroscience, 16, 43-54

Landerl, K., Ramus, F., Moll, K., Lyytinen, H., Leppänen, P. H., Lohvansuu, K., … & Kunze, S. (2013). Predictors of developmental dyslexia in European orthographies with varying complexity. Journal of Child Psychology and Psychiatry, 54, 686-694
Hulme, C., Nash, H. M., Gooch, D. G., Lervag, A., & Snowling, M. (2015). The foundations of literacy development in children at familial risk of dyslexia. Psychological Science, 26, 1877-1886
Ramus, F., & Szenkovits, G. (2008). What phonological deficit?. The Quarterly Journal of Experimental Psychology, 61, 129-141

Schiff, R., & Ravid, D. (2013). Morphological processing in Hebrew-speaking students with reading disabilities. Journal of Learning Disabilities, 46, 220-229
Law, J. M., Wouters, J., & Ghesquière, P. (2015). Morphological awareness and its role in compensation in adults with dyslexia. Dyslexia, 21, 254-272
Bar-Kochva, I. (2016). An examination of an intervention program designed to enhance reading and spelling through the training of morphological decomposition in word recognition. Scientific Studies of Reading, 20, 163-172

Treiman, R. (2017). Learning to spell words: Findings, theories, and issues. Scientific Studies of Reading, 21, 265-276
Afonso, O., Suárez-Coalla, P., & Cuetos, F. (2015). Spelling impairments in Spanish dyslexic adults. Frontiers in Psychology, 6, Article 466

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, 507-535
Suggate, S. P. (2016). A meta-analysis of the long-term effects of phonemic awareness, phonics, fluency, and reading comprehension interventions. Journal of Learning Disabilities, 49, 77-96