ד"ר עינת נבו

Taha, H., Vaknin-Nusbaum, V., & Nevo, E. (2024). Implicit Graphemes Learning among Poor Readers. Reading Psychology, 45(5), 485–499.

Nevo, E., Vaknin-Nusbaum, V. & Sarid, M. The Transfer Effect of Vocabulary and Morphological Awareness Intervention on Narrative Ability in Kindergarteners. Early Childhood Educ J (2023).

Nevo, E. The Effect of the COVID-19 Pandemic on Low SES Kindergarteners’ Language Abilities. Early Childhood Educ J (2023).

Vered Vaknin-Nusbaum, Einat Nevo, What can children learn from exposure to visual-graphical representations?, Thinking Skills and Creativity, Volume 40, 2021

Vered Vaknin-Nusbaum, Einat Nevo & Sharon Gilat-Yihyie (2021) Language and Print Concepts Achievement among Children with Low and High Reading Motivation, Reading Psychology

Vaknin-Nusbaum, V. and Nevo, E. (2021), Reading Fluency and Reading Motivation in Hebrew in Students with Reading Disabilities. Learning Disabilities Research & Practice, 36: 110-120.

Nevo, E., Vaknin-Nusbaum, V., Brande, S., & Gambrell L. (2021). Oral reading fluency, reading motivation and reading comprehension among second graders. Reading and Writing, 1-26.

Vaknin-Nusbaum, V., Nevo, E., Brande, S. & Gambrell, L. (2020). Reading and writing motivation in 3rd to 6th graders. Reading Psychology, 41(1), 44-70.

Nevo, E., & Vaknin-Nusbaum, V. (2020). Enhancing motivation to read and reading abilities using motivational reading activities among first graders. Educational Psychology, 40(1), 22-41.:

Nevo, E., Vaknin-Nusbaum, V. & Gambrell, L. (2019). Reading motivation in kindergarteners and 1st-Graders. Journal of Research in Childhood Education, 33(4), 610-622, :

Bar Kochva, I. & Nevo, E. (2019). The relations of early phonological awareness, rapid-naming and speed of processing with Hebrew spelling and reading: A longitudinal examination. Journal of Research in Reading, 42(1), 97-122.

Vaknin-Nusbaum, V., Nevo, E., Brande, S. & Gambrell, L. (2018). Developmental aspects of reading motivation and reading achievement among second grade low achievers and typical readers. Journal of Research in Reading, 41(3), 438-45. : .

Vaknin-Nusbaum, V., & Nevo, E. (2018). Joint reading of informational science text versus narrative stories: How does each affect language and literacy abilities among kindergarteners? Reading Psychology, 39(8), 787-819. :

Nevo, E., & Vaknin-Nusbaum, V. (2018). Enhancing language and print concepts skills by using storybook reading in kindergarten. Journal of Early Childhood Literacy, 18(4), 545-569.: .

Vaknin-Nusbaum, V., & Nevo, E. (2017). A Joint Interactive Storybook Intervention Program for Preschool and Kindergarten Children. Reading Psychology.

Vaknin-Nusbaum, V., Sarid, M., Raveh, M., & Nevo, E. (2016). The contribution of morphological awareness to reading comprehension in early stages of reading. Reading and Writing.

Shaul, S., & Nevo, E. (2015). Different speed of processing levels in childhood and their contribution to early literacy and reading abilities. Early Childhood Research Quarterly, 32, 193-203.

Nevo, E., & Bar Kochva, I. (2015). The relations between early working memory abilities and later developing reading skills: A longitudinal study from kindergarten to fifth grade. Mind, Brain and Education, 9, 154-163.

Nevo, E., & Breznitz, Z. (2013). Effects of working memory and reading acceleration training on improving working memory abilities and reading skills among third graders. Child Neuropsychology, 20, 752-765.

Nevo, E., & Breznitz, Z. (2013). The development of working memory from kindergarten to first grade in children with different decoding skills. Journal of experimental child psychology, 114, 217-228

Nevo, E., & Breznitz, Z. (2011). Assessment of working memory components at 6 years of age as predictors of reading achievements a year later. Journal of experimental child psychology, 109, 73-90.