PhD Students

posted Jun 19, 2016, 10:22 PM by Tal Erez   [ updated Mar 7, 2017, 12:26 AM ]

Rita Zeltsman-Kulick


I have a B.A. in Applied Linguistics and Educational Administration, an English Teaching Certificate, an M.A. in Educational Administration, a Certificate in Remedial English Teaching, a teacher training qualification and an official permit to train Israeli teachers with the Oxford SRS remedial teaching program (in collaboration with the Our Right to Read Foundation in Oxford, England). I have been teaching English in high school for 24 years, practicing remedial English teaching in my private clinic for 12 years and training teachers in teaching children with difficulties for the past decade. In November 2015, I submitted my Ph.D. dissertation in the Department of Learning Disabilities in Haifa University. 

Thesis Title: 
English Reading Comprehension of Adolescent Hebrew Speakers Learning English as a Foreign Language

Grant
A PhD research grant by "Language Learning" - Journal of Research in Language Studies, Published at the University on Michigan by Wiley-Blackwell Publishers

Publications
"DIMENSIONS" English teaching comprehensive course book & practice book for high school students at Proficiency Level - stage one (approve by the Ministry of Education), accompanied by a practice book and teachers' guide, University Publishing Projects.

ESEwithRita@gmail.com

www.ESEwithRita.co.il


Yael Weiss-Zruya

 

I have a B.A. in Communication Sciences and Disorders from University of Haifa, M.A(Summa Cum Laude) in Learning Disabilities from University of Haifa, and a Ph.D. in Interdisciplinary "Brain and Behavior" program,The Safra Center for the Brain and Learning Disabilities, from University of Haifa.

I have worked as a speech-language pathologist in The Interdisciplinary Clinical Center of Haifa University,andin a private clinic as well, with children 2-18 years old with avariety of language and communication disorders. In addition, I have worked as an audiologist in SteinerHearing Instrument Ltd and provided hearing rehabilitation to people with hearing difficulties in all ages.

Nowadays I'm a post-doctoral researcher at Dr. James Booth’s Brain Development Lab, at the Communication Sciences and Disorders Department, theUniversity of Texas at Austin. I am interested in typical and atypical brain development of language and literacy skills, including children with specific language impairments, dyslexia, learning disabilities, and deaf and hard of hearing.

 

Thesis title: 
The Effects of Orthographic Transparencyand Familiarity on Reading Hebrew Words in Typical and Impaired Readers:Behavioral and Neural Evidence

 

Publications:

Weiss, Katzir, &Bitan (2015). The effects of orthographic transparency and familiarity on reading Hebrew words in adults with and without dyslexia. Annals of dyslexia, 65(2), 84-102.

Weiss, Katzir, &Bitan (2015). Many ways to read your vowels—Neural processing of diacritics and vowel letters in Hebrew.NeuroImage, 121, 10-19.

Weiss, Katzir, &Bitan (under revision).When transparency is opaque: Effects of diacritic marks and vowelletters on dyslexic Hebrew readers. Cortex.

 

Grants:

ESF (European Science Foundation) networking program NetWordS. Exchange visit grant 09-RNP-089. Hosted by Prof. Cristina Burani in the ISTC, CNR, Rome.

University of Haifa president's excellence scholarship for students in the direct Ph.D. track.

Ronen Kasperski



My research involves exploring the links between cognition and emotion. My PhD thesis focused on the potential of reading related components, namely RAN-L, reading rate, reading accuracy and reading comprehension to independently predict reading self-concept. The second step was to examine the effects of an intervention protocol that specifically targets the precursors of reading self-concept. The third step was to capture developmental changes in the predictors of reading self-concept.

Thesis:


Kasperski, R. (2015). Longitudinal Changes in the Predictors of Reading Self-Concept among At Risk and Typically Developing Readers ages 8 to 9 Participating in a Reading Intervention Program (PhD thesis). University of Haifa.

Kasperski, R. (2009). Beyond the cognitive factors in reading comprehension: The role of reading self-concept and reading self-confidence (Master's thesis). University of Haifa.

Research interests

My interest in reading research is centered on issues concerning the relations between reader's characteristics and reading achievements.

Journal Publications


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

Kasperski, R., & Katzir, T. (2013). Are confidence ratings test- or trait-driven?: Individual differences among high, average, and low comprehenders in fourth grade. Reading Psychology, 34(1), 59-84.

Conferences:

Kasperski, R., Shany, M., & Katzir, T. (2016). The Effects of Fluency-Based Intervention on Reading Self-Concept of Second and Third Grade Readers. Poster presented at the Society for the Scientific Study of Reading (SSSR, 2016) Porto, Porugal.

Kasperski, R., Shany, M., & Katzir, T. (2015). Longitudinal Changes in the Predictors of Reading Self-Concept among At Risk and Typically Developing Readers ages 8 to 9 Participating in a Reading Intervention Program. Poster presented at the Cognitive and Neurocognitive Aspects of Learning Abilities and Disabilities (2015) Haifa, Israel.

Kasperski, R., Barzillai, M., & Breznitz, Z.(2014). "The Effects of the Reading Acceleration Program on the Reading Fluency and Processing Speed Skills of Elementary and Middle School Readers. Presentation at the Society for the Scientific Study  of Reading (SSSR, 2014) Santa-fe, NM..

Kasperski, R., Shany, M., & Katzir, T. (2013). Is There a Transfer Effect from Training Lower Level Reading Skills to Perceptions and Metacognition? Poster presented at the Brain, Mind and Fluency Conference (2013). Haifa, Israel..

Kasperski, R., Shany, M., Katzir, T., Breznitz, Z., & Galili, K. (2012). Changes in Reading self concept and calibration of comprehension among struggling 4th children, as a results of fluency based intervention. Presentation at the International Academy for Research in Learning Disabilities, Padua, Italy, June 7-9, 2012.

Katzir, T. & Kasperski, R. (2010). Beyond the Cognitive Factors in Reading Comprehension: The Role of Reading Self-Concept and Reading Self-Confidence. Presented at the International Academy for Research in Learning Disabilities, Miami, Jan, 2010.

Kasperski, R. & Katzir, T. (2008). Beyond the Cognitive Factors in Reading Comprehension: The Role of Reading Self-Concept and Reading Self-Confidence. Paper presented at the "Script" conference, Haifa, Israel.

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