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).