פרופ' היתאם טאהא

Haitham Taha (2023) Differences in Detecting Statistical Visual Regularities between Typical and Poor Readers, Reading Psychology

Thomure, H. T., Brown, G., Speaker, R., Taha, H., Tamim, R., & O’ Neill, N. (2022). Arabic reading fluency rates: An exploratory study. Gulf Education and Social Policy Review, 3(1), 1–24.

Taha, H. How Can Orthographic Representations in Arabic Contribute to Phoneme Awareness Development?. J Psycholinguist Res (2022).

Taha, H. & Asos-abu Riziq, F. (2021). Not completed but still identified: orthographic closure and word recognition among poor and typical native Arab readers". Cognitive Processing.

Haitham Taha (2021) How semantic knowledge enhances word recognition? New evidence from struggling readers performances, Applied Neuropsychology: Child

Taha, H. & Taha, H. (2020). Morpho-orthographic preferences among typical and poor native Arab readers. Writing Systems Research.

Taha, H. & Khalil, M. (2019). Verbal and visual memory performances of children with moderate-into-severe asthma. Polish Psychological Bulletin.

Taha, H. (2019). The role of semantic activation during word recognition in Arabic. Cognitive Processing.

Eviatar, Z., Schwartz, M., & Taha, H. (2018). Metalinguistic Awareness and Literacy among Semitic-bilingual Learners: A Cross-Language Perspective. Reading and Writing: An Interdisciplinary Journal.

Taha, H. & Khateeb, H. (2018). Statistical Learning and Orthographic Preferences among Kindergarten and First Native Arab Graders. Writing Systems Research.

Taha, H. (2017). The impact of orthographic features of the written Arabic on reading and spelling acquisition. In: A. Chakery (Ed). Teaching reading in Arabic: new developments (188-205). Ifrane University Publications: Rabat, Morocco. (In Arabic).

Asadi, I. A., Khateb, A., Ibrahim, R., & Taha, H. (2017). How do different cognitive and linguistic variables contribute to reading in Arabic? A cross-sectional study from first to sixth grade. Reading and Writing, 30(9), 1835-1867

Eviatar, Z., Schwartz, M., & Taha, H. (2017). Word Learning by Young Sequential Bilinguals: Fast Mapping in Arabic and Hebrew. Applied Psycholinguistics, 39(3), 649-674

Saiegh-Haddad, E., & Taha, H. (2017). The Role of Morphological and Phonological Awareness in the Early Development of Word Spelling and Reading in Typically Developing and Disabled Arabic Readers. Dyslexia, 23(4), 345-371

Taha, H. (2017). Poor executive functions among children with moderate-intosevere asthma: evidence from WCST performance. Frontiers Psychology, 8.

Taha, H., & Azaizah-Seh, H. (2017). Visual word recognition and vowelization in Arabic: new evidence from lexical decision task performances. Cognitive Processing, 18(4), 521-527.