Departement Erziehungs- und Sozialwissenschaften
Professur für Erwachsenenbildung/ Weiterbildung
mit dem Schwerpunkt Sprachliche Grundbildung und
Alphabetisierung
Publikationen von Prof. Dr. Irit Bar-Kochva
Publikationen (Peer-Reviewed):
Asadi, A. I., Kasperski, R., & Bar-Kochva, I. (2022). The Relations of SES and Literacy-Related Oral and Written Language Skills after One Year of Reading Instruction- Evidence from Novice Readers of Arabic. Journal of Child Language.
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, 34, 2357-2379. 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. International Yearbook of Adult Education, 42, 81-100. https://doi.org/10.3278/6004673w081
Schröter, H., & Bar-Kochva, I. (2019). Reading Literacy. Reading Competencies in Germany and Underlying Cognitive Skills. Zeitschrift für Erziehungswissenschaft, 22(1), 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(1), 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, 1583. https://doi.org/10.3389/fpsyg.2017.01583
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(2), 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. https://doi.org/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. https://doi.org/10.25656/01:12027
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. https://doi.org/10.25656/01:17875
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. (2014a). Reading Scripts that Differ in Orthographic Transparency: A Within-Subject-and-Language Investigation of Underlying Skills. Journal of Experimental Child Psychology, 121(5), 12-27. https://doi.org/10.1016/j.jecp.2013.07.011
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. https://doi.org/10.1371/journal.pone.0086016.
Bar-Kochva, I. (2013). 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., & 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. https://doi.org/10.1371/journal.pone.0036030
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://doi.org/10.1080/87565641.2011.606417
Beiträge in Sammelbänder:
Bar-Kochva, I., & Bredthauer, S. (im Druck). Deutsch als Zweitsprache (DaZ). In R. Arnold, E. Nuissl, & J. Schrader (Hrsg.), Wörterbuch-Erwachsenenbildung (3. Aufl.). UTB.
Bar-Kochva, I., Schröter, H., & Schrader, J. (akzeptiert). Sprachliche Bildung im Erwachsenenalter. In M. Becker-Mrotzek, I. Gogolin, H.-J. Roth, & P. Stanat (Hrsg.), Grundlagen sprachlicher Bildung in der mehrsprachigen Gesellschaft. Konzepte und Erkenntnisse. Waxmann.
Lindberg, S., Nagler T., Bar-Kochva, I., & Hasselhorn, M. (2016). Computergestützte 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 (S. 199-208). Hogrefe.
Herausgeberschaft (Buch):
Khateb, A., & Bar-Kochva, I. (Hrsg.). (2016). Fluency in Reading: Current Insights from Neuro-Cognitive Research and Intervention Studies. Springer International Publishing.
Praxisorientierte Publikationen:
Bar-Kochva, I., Herrmann, C., & Gerkens, L. (2022, 2. August). Comprehension of the Oral Language in Adults with Low Reading Skills. EPALE Blog of the European Commission. https://epale.ec.europa.eu/en/blog/comprehension-oral-language-adults-low-reading-skills
Bar-Kochva, I., & Herrmann, C. (2021, 21. August). Die Komponenten des Lesens bei Deutsch lesenden Erwachsenen mit geringen Lese- und Schreibfähigkeiten. EPALE Blog der Europäischen Kommission. https://epale.ec.europa.eu/de/blog/die-komponenten-des-lesens-bei-deutsch-lesenden-erwachsenen-mit-geringen-lese-und