Prof. Dr. Irit Bar-Kochva
Literacy and basic language skills
Phone: +49 221 470 5816
Literacy and basic language skills across life span, diagnostic and intervention in learning difficulties, developmental aspects of literacy acquisition, cognitive skills related to reading and writing proficiencies, typical and atypical processes of learning, psycholinguistic research.
Since 2018 Professor for literacy and basic language skills in adult education, Department for Education and Social Sciences, University of Cologne and the German Institute for Adult Education (DIE) - Leibniz Centre for Lifelong Learning, Bonn.
2015-2018 Post Doctorate as a Mercator Fellow (2015) and as a Minerva Fellow of the Max Planck Society (2016-2018) in the German Institute for International Educational Research (DIPF), Frankfurt am Main.
2013-2015 Post Doctorate as a Marie Curie Fellow in the Department of Educational Psychology, Goethe University, the Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA) and the German Institute for International Educational Research (DIPF), Frankfurt am Main.
2012-2015 Research Fellow at the Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Israel.
2008-2011 Ph.D., Learning Disabilities and Brain and Behavior, the Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Israel.
2006-2008 M.A., Learning Disabilities, University of Haifa, Israel.
2002-2004 B.A., Behavioral Science (majoring in psychology), Ben-Gurion University, Israel.
Publications (2018, peer-reviewed)
Bar-Kochva, I., & Nevo, E. (2018). The Relations of Early Phonological Awareness, Rapid Naming and Speed of Processing with Spelling and Reading: A Longitudinal Examination. Journal of Research in Reading, 1-26.
Bar-Kochva, I., & Hasselhorn, M. (2017). The Training of Morphological Decomposition in Word Processing and Its Effects on Literacy Skills. Frontiers in psychology, 8.
Bar-Kochva, I. (2016). Enhancing Reading and Spelling of Dyslexic Readers through the Training of Morphological Decomposition in Word Recognition. Scientific Studies of Reading, 1-10.
Bar-Kochva, I., & Amiel, M. (2016). The Relations between Reading and Spelling: an Examination of Sub-types of Reading-disability. Annals of Dyslexia, 1-16. 10.1007/s11881-015-0117-8.
Lindberg, S., Nagler T., Bar-Kochva, I., & Hasselhorn, M. (2016). Computerized Trainings Designed to Enhance Reading Abilities [Computerunterstützte Ansätze zur Förderung der Leseleistung durch Manipulation individueller Lesezeiten]. Tests und Trends, 199-208 (in German).
Bar-Kochva, I., Breznitz, Z., & Gilor, O. (2016). An Examination of the Process of Acquiring Visual Word Representations in Dyslexic Children, Journal for Educational Research Online, 8(1), 7-25.
Bar-Kochva, I., & Hasselhorn, M. (2015). In Search of Methods Enhancing Fluency in Reading: An Examination of the Relations between Time Constraints and Processes of Reading in Readers of German. Journal of Experimental Child Psychology, 140, 140-157.
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(3), 154-163.
Bar-Kochva, I., & Breznitz, Z. (2014a). Reading Scripts that Differ in Orthographic Transparency: A Within-Subject-and-Language Investigation of Underlying Skills. Journal of Experimental Child Psychology, 121, 12-27.
Bar-Kochva, I., & Breznitz, Z. (2014b). Reading Proficiency and Adaptability in Orthographic Processing: An Examination of the Effects of Type of Orthography Read on Brain Activity in Regular and Dyslexic Readers. PLoS ONE (Public Library of Science), 9(1): e86016. doi:10.1371/journal.pone.0086016.
Bar-Kochva, I., & Breznitz, Z. (2012). Does the Reading of Different Orthographies Produce Distinct Brain Activity Patterns? An ERP Study. PLoS (Public Library of Science) ONE, 7(5): e36030.
Bar-Kochva, I. (2012). What are the Underlying Skills of Silent Reading Acquisition? A Developmental Study from Kindergarten to the 2nd Grade. Reading and Writing: An Interdisciplinary Journal, 26(9), 1417-1436.
Bar-Kochva, I. (2011). Does Processing a Shallow and a Deep Orthography Produce Different Brain Activity Patterns? An ERP Study Conducted in Hebrew, Developmental Neuropsychology, 36(7), 933-938.
Khateb, A. & Bar-Kochva, I. (2016). Fluency in Reading: Current Insights from Neuro-Cognitive Research and Intervention Studies. Switzerland: Springer Publisher.