Departement für Erziehungs- und Sozialwissenschaften

Professur für Erwachsenenbildung / Weiterbildung

mit dem Schwerpunkt Alphabetisierung und Sprachliche Grundbildung

Publikationen von Prof. Dr. Irit Bar-Kochva

 

 


 

Publikationen (Peer-Reviewed): 

Bar-Kochva, I., Vágvölgyi, R., Dresler, T., Nagengast, B., Schröter, H., Schrader, J. & Nuerk, H.-C. (2021). Basic reading and reading-related language skills in adults with deficient reading comprehension who read a transparent orthography. Reading and Writing. https://doi.org/10.1007/s11145-021-10147-4

Bar-Kochva I., Korinth, S., & Hasselhorn, M. (2020). Effects of a Morpheme-based Training Procedure on the Literacy Skills of Readers with a Reading Disability. Applied Psycholinguistics, 41 (5), 1061-1082. https://doi.org/10.1017/S0142716420000120

Bar-Kochva, I., Vágvölgyi, R. & Bulajić, A. (2019). The Abilities and Deficits in Reading and Writing of Low Literate Adults. Yearbook of Adult Education, 42, 81-100.

Schröter, H., & Bar-Kochva, I. (2019). Reading Literacy. Reading Competencies in Germany and Underlying Cognitive Skills. Zeitschrift für Erziehungswissenschaft, 22, 17-49. https://doi.org/10.1007/s11618-018-00864-y

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, 42, 97-122. https://doi.org/10.1111/1467-9817.12242

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. (2016). An examination of an intervention program designed to enhance reading and spelling through the training of morphological decomposition in word recognition. Scientific Studies of Reading, 20, 163–172
https://doi.org/10.1080/10888438.2015.1108321

Bar-Kochva, I., & Amiel, M. (2016). The Relations between Reading and Spelling: an Examination of Sub-types of Reading-disability. Annals of Dyslexia, 66, 219-234. DOI: 10.1007/s11881-015-0117-8.

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.

Lindberg, S., Nagler T., Bar-Kochva, I., & Hasselhorn, M. (2016). Computerunterstützte Ansätze zur Förderung der Leseleistung durch Manipulation individueller Lesezeiten. In M. Hasselhorn & W. Schneider (Hrsg.) Förderprogramme für Vor- und Grundschule: Tests und Trends in der pädagogisch-psychologischen Diagnostik (14, 199-208). Hogrefe.

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. https://doi.org/10.1111/mbe.12084

Bar-Kochva, I., & Breznitz, Z. (2014). Reading Scripts that Differ in Orthographic Transparency: A Within-Subject-and-Language Investigation of Underlying Skills. Journal of Experimental Child Psychology, 121, 12-27. https://doi.org/10.1016/j.jecp.2013.07.011

Bar-Kochva, I., & Breznitz, Z. (2014). 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, 26, 1417-1436. https://doi.org/10.1007/s11145-012-9414-3

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. https://www.doi.org/10.1080/87565641.2011.606417

 

 


 

Herausgeber (Buch):

Khateb, A. & Bar-Kochva, I. (2016). Fluency in Reading: Current Insights from Neuro-Cognitive Research and Intervention Studies. Springer Publisher.