פרופ' מיכל שני

Michal Shany, Ibrahim Asadi & David L. Share (2022) Accuracy-disability versus rate-disability subtypes of dyslexia: A validation study in Arabic, Scientific Studies of Reading

Goldstein-Marcusohn, Y., Goldfarb, L., & Shany, M. (2020). Global and Local Visual Processing in Rate/Accuracy Subtypes of Dyslexia. Frontiers in Psychology, 11, 828.

Kasperski, R., Shany, M., Erez-Hod, T. and Katzir, T. (2019). The short-and longterm effects of a computerized reading training program on reading self-concept in second and third grade readers. Research and Practice in Technology Enhanced Learning, 14(1), p.8.

Asadi, I.A. and Shany, M., (2019). Examining the double‐deficit hypothesis in vowelized–transparent Arabic in a national representative sample of Grades 3 and 4. Dyslexia, 24(3), pp.234-249.

Katzir, T., Markovich, V., Tesler, E., & Shany. M. (2018). Self-regulation and reading comprehension: self-perceptions, self-evaluations and effective strategies for intervention (pp. 240-262). In Meltzer, L. (Ed.), Executive Function in Education: From theory to practice. 2nd Edition. The Guilford Press.

Asadi I., Khateb, A., & Shany, M. (2017). How Simple is Reading in Arabic? A cross-sectional investigation of reading comprehension from first to sixth grade. Journal of Research in Reading

Blicher, S., Feingold, L. & Shany, M. (Corresponding author) (2017). The role of trait anxiety and preoccupation with reading disabilities of children and their others in predicting reading comprehension. Journal of Learning Disabilities, 50 (3) 309–321.

Geve, E., #Galili, K., Katzir, T. & Shany, M. (corresponding author) (2017). Learning novel words by ear or by eye? An advantage for lexical inferencing in listening versus reading narratives in fourth grade. Reading and Writing, 30, 1917–1944.

Kasperski, R., Shany, M., & Katzir, T. (2016). The role of RAN and reading rate in predicting reading self-concept. Reading and Writing, 29(1), 117-136.

Ibrahim, R., #Mutlak-Dahud, R., & Shany, M. (corresponding author) (2015). How does diglossia in Arabic affect the development of morphological knowledge throughout elementary schools? Journal of Advances in Linguistics, 5(3), 735-750.

Jabbour, M., Ibrahim, R. & Shany, M. (2015). The contribution of phonological awareness and naming speed to reading vowelized and unvowelized texts in Arabic. Journal of Advances in Linguistics, 5(2), 704-7012.