Publications
Segal, A., Dotan, S., & Katzir, T. (2023). Development over time of the reading self-concept in fourth-and fifth-grade students. Current Psychology, 42(32), 28611-28622.
Sabag-Shushan, T., & Katzir, T. (2023). Emotional understanding in reading comprehension at the text, task, and reader levels: a comparison of diverse struggling readers. Reading and Writing, 1-25.
Sabag-Shushan, T., Katzir, T., & Prior, A. (2023). Assessment of emotion word vocabulary and its contribution to reading comprehension. Applied Psycholinguistics, 44(1), 29-50.
Fuchs, S., Katzir, T., & Kahn-Horwitz, J. (2023). EFL literacy instruction as reflected in elementary school textbooks in Israel. Reading and Writing, 36(1), 29-49.
Katzir, T. (2022). The feeling of reading in a changing world: From neurons to narratives. In Education: A global compact for a time of crisis (pp. 301-312). Columbia University Press.
Nathaniel, U., Weiss, Y., Barouch, B., Katzir, T., & Bitan, T. (2022). Start shallow and grow deep: The development of a Hebrew reading brain. Neuropsychologia, 176, 108376.
Kleider-Tesler, E., Barzillai, M., & Katzir, T. (2022). Confidence and Calibration of Comprehension in Adolescence: Are They Domain-General or Domain-Specific?. Psychology, 13(12), 1727-1747.
Barouch, B., Weiss, Y., Katzir, T., & Bitan, T. (2022). Neural processing of morphology during reading in children. Neuroscience, 485, 37-52.
Dotan, S., Katzir, T., Lipka, O., Shaul, S. (2021). Elementary School Literacy Teachers’ Perceptions and Challenges During COVID-19. Academia Letters, Article 898.
Fuchs, S., Katzir, T., & Kahn-Horwitz, J. (2021). EFL literacy teaching in relation to teachers' self-efficacy, experience and native language. Australian Journal of Teacher Education (Online), 46(1), 89-105.
Primor, L., Yeari, M., & Katzir, T. (2021). Choosing the right question: The effect of different question types on multiple text integration. Reading and Writing, 34, 1539-1567.
Temelman-Yogev, L., Katzir, T., & Prior, A. (2020). Monitoring comprehension in a foreign language: Trait or skill?. Metacognition and Learning, 15(3), 343-365.
Bitan, T., Weiss, Y., Katzir, T., & Truzman, T. (2020). Morphological decomposition compensates for imperfections in phonological decoding. Neural evidence from typical and dyslexic readers of an opaque orthography. Cortex, 130, 172-191.
Viterbo, G., Katzir, T., & Goldfarb, L. (2020). Accelerating reading via local priming. Acta Psychologica, 205, 103056.
Prior, A., Zeltsman‐Kulick, R., & Katzir, T. (2020). Adolescent word reading in English as a foreign language. Journal of Research in Reading, 43(1), 116-139.
Kleider-Tesler, E., Prior, A., & Katzir, T. (2019). The role of calibration of comprehension in adolescence: From theory to online training. Journal of Cognitive Education and Psychology, 18(2), 190-211.
Kasperski, R., Shany, M., Erez-Hod, T., & Katzir, T. (2019). The short-and long-term effects of a computerized reading training program on reading self-concept in second and third grade readers. Research and Practice in Technology Enhanced Learning, 14, 1-19.
Shechter, A., Katzir, T., & Share, D. L. (2019). Effort and Effortlessness in Visual Word Recognition. Journal of Vision, 19(10), 33b-33b.
Fuchs, S., Kahn-Horwitz, J., & Katzir, T. (2019). Theory and reported practice in EFL literacy instruction: EFL teachers’ perceptions about classroom practices. Annals of dyslexia, 69, 114-135.
Misra, M., Katzir, T., Wolf, M., & Poldrack, R. A. (2018). Neural systems for rapid automatized naming in skilled readers: Unraveling the RAN-reading relationship. In The Cognitive Neuroscience of Reading (pp. 241-256). Routledge.
Primor, L., & Katzir, T. (2018). Measuring multiple text integration: A review. Frontiers in Psychology, 9, 374186.
Golan, D. D., Barzillai, M., & Katzir, T. (2018). The effect of presentation mode on children's reading preferences, performance, and self-evaluations. Computers & Education, 126, 346-358.
Shechter, A., Lipka, O., & Katzir, T. (2018). Predictive models of word reading fluency in Hebrew. Frontiers in psychology, 9, 367755.
Dotan, S., & Katzir, T. (2018). Mind the gap: increased inter-letter spacing as a means of improving reading performance. Journal of experimental child psychology, 174, 13-28.
Halamish, V., Nachman, H., & Katzir, T. (2018). The effect of font size on children’s memory and metamemory. Frontiers in Psychology, 9, 383036.
Katzir, T., Kim, Y. S. G., & Dotan, S. (2018). Reading self-concept and reading anxiety in second grade children: The roles of word reading, emergent literacy skills, working memory and gender. Frontiers in Psychology, 9, 396418.
Haddad, L., Weiss, Y., Katzir, T., & Bitan, T. (2018). Orthographic transparency enhances morphological segmentation in children reading Hebrew words. Frontiers in psychology, 8, 311840.
Katzir, T., Markovich, V., Tesler, E., & Shany, M. (2018). Self-regulation and reading comprehension: Self-perceptions, self-evaluations, and effective strategies for intervention. In L. Meltzer (Ed.), Executive function in education: From theory to practice (2nd ed., pp. 240–262). The Guilford Press.
Geva, E., Galili, K., Katzir, T., & Shany, M. (2017). Learning novel words by ear or by eye? An advantage for lexical inferencing in listening versus reading narratives in fourth grade. Reading and Writing, 30, 1917-1944.
Rapoport, S., Rubinsten, O., & Katzir, T. (2016). Teachers’ beliefs and practices regarding the role of executive functions in reading and arithmetic. Frontiers in psychology, 7, 194533.
Katzir, T., Christodoulou, J. A., & de Bode, S. (2016). When left‐hemisphere reading is compromised: Comparing reading ability in participants after left cerebral hemispherectomy and participants with developmental dyslexia. Epilepsia, 57(10), 1602-1609.