Doctoral Students


Vered Markovich

posted Jun 20, 2016, 4:14 AM by Tal Erez   [ updated Jun 22, 2016, 5:26 AM ]



I have a B.A. in Special Education and in English Language & Literature Haifa andan M.A in Learning Disability Evaluation and Remediation both from Haifa University. I am currently working at Ort Braude College as a students'counselor and lecturer of learning strategies in the Pre-Academic Studies Unit, focusing on improving teaching strategies for students with Learning Disabilities and Attention Deficit Disorders.During 2004-2015, I worked in several interdisciplinary diagnosis and treatment centers in Nahariyaas well asunder the Ministry of Educationat the Mati Support Center and at the Pisga Professional Development Centeras a guide andan expert in the diagnosis and remediation of learning disabilities in children, adolescents and adults.

Research topic:
I am currently a PHD student in the Department of Learning Disabilities. My current research, under the supervision of Prof. Tami Katzir and Prof. Emanuel Tirosh, focuses on investigatingthe role of Executive Functions and Self- Regulation in Reading Comprehension among college students with and without ADHD. The main purposes of my research are: to address differences between the research groups in Reading Comprehension achievements and Metacomprehension processes in relation to Executive Functions, to explore whether ADHD college students who have reading comprehension difficulties (poor comprehenders) tend to make overestimations with respect to their self-ratings of competence, and whether these are related to deficits in Executive Functions and whether it is a general trait or task driven.

Thesis title:
The Role of Executive Functions and Self- Regulation inReading Comprehension among College Students with and without ADHD

Thesis Presentations:

Markovich, V., Karni, A., &Tirosh E. (2016). The correlation between Attention, Executive Functions and Reading Comprehension in young adult students. Poster will be presented at the Society of Scientific Studies of Reading 23rd annual meeting in July 2016, Faculty of Psychology and Educational Sciences, University of Porto, Portugal.

Markovich, V., Karni, A., &Tirosh E. (2015). The correlation between Attention, Executive Functions and Reading Comprehension in young adult students. Poster presented at the conference of Cognitive and Neurocognitive Aspects of Learning Abilities and Disabilities in Haifa University, Israel.

Markovich, V., Karni, A., &Tirosh E. (2015) The Correlation between Attention, Executive Functions and Reading Comprehension in Young Adult Students. Poster presented at the summer conference of The Israel Association for Literacy and Language.

Markovich, V., Karni, A., &Tirosh E. (2014). The Correlation between Attention, Executive Functions and Reading Comprehension. A presentation at the Israeli Society for Child Development & Rehabilitation Conference, ICC Jerusalem – International Convention Center, Israel.

Publications:
Markovich, V., Karni, A., &Tirosh E. (2015). The Correlation between Attention, Executive Functions and Reading Comprehension in Young Adult Students. (under review).

Katzir, T., Markovich, V., Tesler, E.,&Shany. M. (2016). Self-regulation and reading comprehension: self-perceptions, self-evaluations and effective strategies for intervention. Submitted for publication in Meltzer, L. (Ed.). (2016). Executive function in education: From theory to practice 2nd Edition. Guilford Press.

Grants:
A PhD research grant by Haifa University graduate studies authority.



veredmarkovich@gmail.com

Shira Blicher

posted Jun 20, 2016, 4:13 AM by Tal Erez


I have a B.Ed. and a teaching certificatefromLevinsky College, and M.A in Learning Disability evaluation and remediation from Haifa University. During the past three years I am working as an implementation coordinator at the Edmond J. SafraBrain Research Center for the Study of Learning Disabilities at the University of Haifa. As part of my work I am responsible for coordinate and management of teachers' training programof the Edmond J. Safra-Haifa model of assessment and intervention processes to promote literacy among poor readers, and also work as a lecturer in these programs. In addition, I am responsible for theimplementation of reading acceleration program developed at the Edmond J. Safra center and facilitating mobile unit of Edmond J. Safra Center for the Advancement of Learning. Furthermore I am a research assistant of Prof. Michal Shany at developing reading comprehension assessment tests.

Thesis title: 
"The prediction of reading comprehension by trait anxiety and knowledge and rumination about reading difficulties among eight- to ten-year-old poor readers and their mothers"

Thesis Presentations:
Blicher, S. &Shany, M. (2014).
"The prediction of reading comprehension by trait anxiety and knowledge and rumination about reading difficulties among eight- to ten-year-old poor readers and their mothers". A poster presentation at the 8th annual conference of the Israeli Association for Literacy and Language in Haifa university.

Publications:
Blicher, S., Feingold, L., &Shany, M. (2016). The Role of Trait Anxiety and Preoccupation With Reading Disabilities of Children and Their Mothers in Predicting Children's Reading Comprehension. Journal of learning disabilities.

shirablicher@gmail.com

Lilach Temelman-Yogev

posted Jun 20, 2016, 4:10 AM by Tal Erez



I am a Phd. Student in the department of learning disabilities and working as a head of two academic-seminar courses- "Learning Disabilities" and "Reading Disabilities" in the Open University.

My research, under the supervision of Prof. Tami Katzir and Dr. Anat Prior, focuses on meta-comprehension processes (calibration of comprehension) in first (L1) and second (L2) languages reading comprehension of higher education students.

The main purpose of my research is to investigate whether calibration of comprehension is shared across languages or is it a language specific ability. A second purpose is to explore whether student'scalibration ability can be improved by direct feedback and practice. Additionally, we would like to examine the effect of working memory capacity on the ability to calibrate comprehension.

Thesis title
Meta-comprehension processes in first (L1) and second language (L2) reading comprehension:A computer based training study.

Grant: 
A research grant by the Israel Science Foundation. A PhD research grant by Haifa University graduate studies authority.

lilachtem@gmail.com

Einat Tesler Kleider

posted Jun 20, 2016, 4:07 AM by Tal Erez




I have a B.A. in Behavioral Sciencesfrom the College of Tel Aviv-Jaffa, and M.A in Learning Disability diagnosis and treatment from Haifa University. I have worked in avariousframework as a guide and an expert in diagnosis and remediation of learning disabilities in children, adolescents and adults. Currently, I am a third year PHD student working on my dissertation, which exploreswheterdifferent types of on-line feedback can be used to assess learning in middle school student. Our study examined whether computerized reading comprehension intervention that includes on-line feedback improves reading comprehensionand meta-cognitive abilities such as calibration of comprehension. In addition, I am working as a coordinator for learning disability evaluation and treatment at a high school for underprivileged students, and I am lecturer in severalacademics programs.  

Thesis title:

The effect of different types of feedback on comprehension and calibration among middle school students with and without reading comprehension difficulties.

Thesis Presentations:
Kleider-Tesler, E., Katzir, T., & Shany, M(2013). Response to feedback on Comprehension Calibration: The Effects of Reading Ability and Text Difficulty. Poster presented at theBrain, Mind and Fluency International Conference, Department of Learning Disabilitiesin Haifa University, Israel.

Kleider-Tesler, E., Katzir, T., & Shany, M (2012).Effect of reading ability and text difficulty feedback on calibration and reading comprehension among students with and without reading disabilities.Lecture at The Israel Association for Literacy and Language in Ono Academic College, Kiryat Ono.

Publications:

Katzir, T., Markovich, V., Tesler, E., &Shany. M. (2016). Self-regulation and reading comprehension: self-perceptions, self-evaluations and effective strategies for intervention. Submitted for publication in Meltzer, L. (Ed.). (2016). Executive function in education: From theory to practice 2nd Edition. Guilford Press.

Grants:

A PhD research grant by Haifa University graduate studies authority.



Einat_kleider@hotmail.com

 

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posted Nov 2, 2015, 5:26 AM by Gil Glick Shimony   [ updated Mar 7, 2017, 12:38 AM by Tal Erez ]


Kama Galili

posted Nov 2, 2015, 5:25 AM by Gil Glick Shimony   [ updated Jun 22, 2016, 5:27 AM by Tal Erez ]

I hold a BA with honors in Psychology from Bar-Ilan University and an MA in Learning Disability Evaluation and Remediation from the University of Haifa. I work as a lecturer in in-service training of regular and special education teachers. In addition, I work in several learning disability evaluation and tutoring centers with academic students and primary school children. In the past few years I have also worked as a coordinator in a reading empowerment project in schools, under the auspices of the Edmond J. Safra Center in Haifa University.

Thesis title:

Modality effect (spoken vs. written) on the ability to learn new words: A comparison of Ethiopian children coming from a primarily oral literacy culture with less exposure to written language vs. children with a background of higher exposure to written language.

Doctorate title:

Reciprocal change in the relationships between teachers and their students with reading difficulties during an intervention program.

Status: At the end of the first research phase, obtaining approval for the proposed research.

Publications:


Geva, E., Katzir, T., Galili, K., Shany, M., & Biemiller, A. (in press). Learning novel words by ear or by eye? An advantage for lexical inferencing in listening versus reading narratives in fourth grade. Journal of Educational Psychology. 

Breznitz, Z., Shany, M., & Galili, K. (2012). Teacher training and intervention programs: Scientific results. In Zvia Breznitz’s report to the Edmond J. Safra Philanthropic Foundation. 20 pages. 

Breznitz, Z., Shany, M., & Galili, K. (2013). Teacher training and intervention programs: Scientific results. In Zvia Breznitz's report to the Edmond J. Safra Philanthropic Foundation. 

Participation in conferences and seminars:

Shany, M., Galili, K., & Blicher, S. (2015, May). The Edmond J. Safra-Haifa Model: Empowerment and training for learning disabilities in the Israeli education system. Poster presented at Cognitive and Neurocognitive Aspects of Learning: Abilities and Disabilities, International Conference In Memory of Prof. Zvia Breznitz (May, 2015). 

Reading fluency: Assessment and intervention. Lecture on behalf of the University of Haifa as part of a reading comprehension course for national language instructors in the special education system, at the Ministry of Education in Tel Aviv (April 2016). 

Reciprocal change in the relationships between teachers and their students with reading difficulties during an intervention program. Poster presented at the 2nd Doctoral Students Conference at the Faculty of Education (March 2015). 

Reading Acceleration Program, the Edmond J. Safra Model. Two lectures on behalf of the University of Haifa as part of a course for national language instructors in the special education system, at the Ministry of Education in Tel Aviv (April 2014). 

Theoretical and practical principles for vocabulary development in school. Lecture at a seminar in the Edmond J. Safra Center, Brain Research of Learning Disabilities (December 2011). 

Modality effect (spoken vs. written) on the ability to learn new words: A comparison of Ethiopian children coming from a primarily oral literacy culture with less exposure to written language vs. children with a background of higher exposure to written language. Paper presented at the annual Israeli Speech Therapists Conference, Tel Aviv, Israel (February 2011). 

The influence of mode of display on the ability to learn new words: Comparison between Ethiopian children who come from a primarily oral literacy culture with less exposure to written language vs. their peers who come from a background of written culture. Lecture delivered as part of the Literacy and Language Conference (March 2010).


Liron Primor Grunfeld

posted Nov 2, 2015, 5:24 AM by Gil Glick Shimony   [ updated Jun 22, 2016, 5:32 AM by Tal Erez ]



I have a B.A. in Psychology and Comparative Literature from Tel Aviv University, and M.A in Learning Disability evaluation and remediation from Haifa University. I have worked in several learning disability evaluation and tutoring centers in Tel Aviv and Haifa. In addition, I worked as a coordinator for learning disability evaluation and remediation in a high school for underprivileged students.

Thesis title:
The effect of questions type on multiple texts integration.

Thesis Presentations:
Primor, L. &Katzir, T. (2008). Predicting reading comprehension of narrative and expository texts among different profiles of readers. Paper presented at the "Script" conference, Haifa, Israel.
Primor, L. &Katzir, T. (2010). Predicting reading comprehension of narrative and expository texts among different profiles of readers. Paper presented at the annual conference of the Israeli speech therapists, Tel Aviv, Israel.
Primor. L, Pierce. M., &Katzir T. (2010). Predicting reading comprehension of narrative and expository texts among different profiles of Hebrew speaking readers. Poster presented at the Society of Scientific Studies of Reading, Berlin.

Publications:
בן צבי, ג' ופרימור, ל'. (2011). הכישורים המעצבים את התפקודים האוריינים בגיל ההתבגרות. סקירהמוזמנת כחומר רקע לעבודת ועדת שפה ואוריינות, היזמה למחקר יישומי בחינוך.

Primor, L., Pierce, M., &Katzir, T. (2011). Predicting reading comprehension of narrative and expository texts among different profiles of Hebrew readers. Annals of Dyslexia. 61(2), 242-68. 

Yael Meer

posted Nov 2, 2015, 5:07 AM by Gil Glick Shimony   [ updated Jun 20, 2016, 3:57 AM by Tal Erez ]


I have a B.A. in Behavioral Science and M.A. in Learning Disabilities. In my thesis I focused on calibration of self-reports of anxiety and physiological measures of anxiety while reading in adults with and without reading disability. I am currently doing my Ph.D. in the Department of Learning Disabilities in Haifa University.

 

yaelmeer@gmail.com

 

Presentations

Meer, Y.,Breznitz, Z., &Katzir, T. (May, 2015).Calibration of Self-Reports of Anxiety and Physiological Measures of Anxiety While Reading in Adults With and Without Reading Disability. Poster presented at The International Conference Cognitive and Neurocognitive Aspects of Learning Abilities and Disabilities, Haifa, Israel.

Sela, I., & Meer, Y. (May, 2015). Linguistic and Non-Linguistic Visual and Auditory Integration Deficit among Developmental Reading Disability Readers. Poster presented at The International Conference Cognitive and Neurocognitive Aspects of Learning Abilities and Disabilities, Haifa, Israel.

Meer, Y.,Breznitz, Z., &Katzir, T. (July, 2015). Calibration of Self-Reports of Anxiety and Physiological Measures of Anxiety While Reading in Adults With and Without Reading Disability. Paper presented at the 36th Annual Conference of the Stress and Anxiety Research Society (STAR), Tel Aviv, Israel.

Meer, Y.,Breznitz, Z., &Katzir, T. (July, 2015). Calibration of Self-Reports of Anxiety and Physiological Measures of Anxiety While Reading in Adults With and Without Reading Disability. Paper presented at The 9th Conference of The Israeli Association for Literacy and Language, Tel Aviv, Israel.

Meer, Y.,Breznitz, Z., &Katzir, T. (July, 2015). Calibration of Reading Related Anxiety in Adults with and without Dyslexia. Paper presented at IACEP XV BiennalInernational Conference, Athens, Greece.

 

Publications

Meer, Y.,Breznitz, Z., &Katzir, T. (pending minor revisions, Dyslexia). Calibration of Self-Reports of Anxiety and Physiological Measures of Anxiety While Reading in Adults With and Without Reading Disability.

Ben-Peretz, M., Gideon, I., &Meer, Y.(in preparation). Immigration and the life of schools- implications for principals, teachers, students and parents. Rowman and Littlefield.

Ben-Peretz, M., Gideon, I., &Meer, Y.(in preparation). Teacher education and immigration- a multi-dimensional perspective.Rowman and Littlefield.

Ben-Peretz, M., &Meer, Y.(in preparation). The Impact of Context on Teaching: Memories of Retired Teachers: What can we learn from the memories of retired teachers- an Israeli case. Book chapter in M.A. Flores (ed.):Teachers’ life and work.

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