ד"ר ג'נינה קהן-הורביץ

Dr. Janina Kahn-horwitz

מוסד עיקרי

מכללה אקדמית לחינוך אורנים

Oranim College of Education

טלפון

052-3703360

דוא״ל

janina_k@oranim.ac.il

קורות חייםCV

דיסציפלינות ראשיותMain Disciplines

Education, Linguistics

דיסציפלינות משניותSecondary Disciplines

Education-Learning Disabilities, English studies, Psycholinguistics

תחומי מחקר / מילות מפתחKeywords

Cross-linguistic impact, Diagnostic assessment, English Orthography, English reading acquisition, English spelling acquisition, Individual Differences, Struggling English foreign language learners, Teacher knowledge, Teaching and learning

פרסומים ויצירות עיקריים / עדכנייםMain / Recent Publications

Fuchs, S., Katzir, T., & Kahn-Horwitz, J. (2023). EFL literacy instruction as reflected in elementary school textbooks. Reading and Writing: An Interdisciplinary Journal.
Kahn-Horwitz, J., & Goldstein, Z. (2023). English foreign language reading and spelling diagnostic assessments informing teaching and learning of young learners. Language Testing).
Kahn-Horwitz, J., & Goldstein, Z. (2023). Age related differences in English as a foreign language reading and spelling diagnostic assessments informing teaching and learning. Language Testing.
Sammour-Shehadeh, R., Kahn-Horwitz, J. & Prior, A. Spelling English as a foreign language: a narrative review of cross-language influences due to distance in writing system, orthography and phonology. Read Writ 36, 2147–2173 (2023).
Fuchs, S., Katzir, T., & Kahn-Horwitz, J. (2021). EFL Classroom practices in relation to teachers’ self-efficacy, experience and native language. Australian Journal of Teacher Education. 46(1), 89-105.
Saban, M., & Kahn-Horwitz, J. (2021). “It’s difficult since there is no rhyme or reason”: Spelling relevance in an EFL context. Reading and Writing: An Interdisciplinary Journal.
Kahn-Horwitz, J. (2020). ‘I didn’t even know one of the conventions before’: Explicit EFL spelling instruction and individual differences. Cognitive Development, 55.
Vaisman, E. E., & Kahn-Horwitz, J. (2020). English foreign language teachers’ linguistic knowledge, beliefs and reported practices regarding reading and spelling instruction. Dyslexia, 26, 305-322.
Fuchs, S., Kahn-Horwitz, J., & Katzir, T. (2019). Theory and reported practice in EFL literacy instruction: EFL teachers’ perceptions about classroom practices. Annals of Dyslexia, 69 (1), 114 – 135.
Kahn-Horwitz, J., Saba, M. Weak English foreign language readers: the cross-linguistic impact of morphological awareness. Read Writ 31, 1843–1868 (2018).