Rachel Schiff
Datos Biográficos
| ID | 347115 |
|---|---|
| NOMBRE | Rachel Schiff |
| NOMBRES | Rachel |
| APELLIDO | Schiff |
| FIRMA | SCHIFF R |
| AFILIACIONES | Bar-Ilan University |
| ORCID | 0000-0003-0072-1249 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 26 |
| TOTAL DE CITAS | 18 |
| TOTAL COMO AUTOR | 26 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2002 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
Investigating the role of Arabic diglossia-centered multi-domain intervention (Admin) in enhancing Palestinian-Arabic speaking kindergarten children’s emergent literacy
Arabic-speaking children grow up in diglossia where different language varieties serve complementary functions; They use Spoken Arabic (SpA) for everyday communication but acquire literacy in Standard Arabic (StA), the only variety with a conventional orthography. Research shows that while the linguistic distance between SpA and StA challenges StA language and literacy acquisition with an advantage for linguistic structures that are identical in …
The dynamics of RAN and cognitive-linguistic skills in vowelized and unvowelized Hebrew word reading among children with reading difficulties
Diglossic and Orthographic Features of Reading Comprehension in Standard Arabic
This study investigates the role of diglossic and orthographic features in reading comprehension in Arabic. Specifically, it probes the independent contribution of language, metalinguistic, and decoding skills in the spoken language and in Standard Arabic to reading comprehension in the abjad writing system of Arabic. A sample of 112 Palestinian Arabic native‐speaking third graders (mean age = 108.31 months) were tested on receptive vocabulary, p…
Spelling Aleph א in Hebrew
Spelling words containing phonologically and orthographically irregular letters presents a significant challenge for young writers. This study investigates the impact of spelling-to-sound regularity and different types of frequency on the spelling of Hebrew verbs with the root letter Aleph א . Aleph functions both as a consonant and a vowel, offering a unique lens through which to explore the influence of regularity and irregularity on the proces…
Stimulus variation-based training enhances artificial grammar learning
The current study was designed to explore whether statistical learning ability is affected by the diversity of the stimulus set used in the training phase. The effect of stimulus diversity was assessed by controlling and manipulating the number of exposures to a given set and the number of unique strings presented to the learner during the training phase. 147 students participated in two studies. In the unvaried stimulus study, 71 participants le…
Effect of chunk strength on the performance of children with developmental dyslexia on artificial grammar learning task may be related to complexity
Performance of children with developmental dyslexia on high and low topological entropy artificial grammar learning task
Do dyslexic individuals present a reduced visual attention span? Evidence from visual recognition tasks of non-verbal multi-character arrays
The role of feedback in implicit and explicit artificial grammar learning
Implicit learning deficits among adults with developmental dyslexia
It's all about gender
Reading accuracy and speed of vowelized and unvowelized scripts among dyslexic readers of Hebrew
The present study examined the effects of orthographic transparency on reading ability of children with dyslexia in two Hebrew scripts. The study explored the reading accuracy and speed of vowelized and unvowelized Hebrew words of fourth-grade children with dyslexia. A comparison was made to typically developing readers of two age groups: a group matched by chronological age and a group of children who are 2 years younger, presumably at the end o…
Shallow and Deep Orthographies in Hebrew
From Dichotomy to Divergence
This study investigates the development of plural adjective agreement in Hebrew, focusing on the consolidation of Hebrew number/gender morphology in children and adolescents across the school years in comparison with adults. A total of 240 Hebrew-speaking participants in seven consecutive grade levels (kindergarten to sixth grade) plus a group of 30 adults were administered a set of 32 singular noun-adjective noun phrases, which they had to plura…
Effect of phonological and morphological awareness on reading comprehension in Hebrew-speaking adolescents with reading disabilities
Children's command of plural and possessive marking on Hebrew nouns
We compare learning of two inflection types – obligatory noun plurals and optional noun possessives. We tested 107 Hebrew-speaking children aged 6–7 on the same tasks at the beginning and end of first grade. Performance on both constructions improved during this short period, but plurals scored higher from the start, with improvement only in changing stems. The main remaining challenge in mastering noun plural marking in grade school is thus to l…
Effects of phonological and morphological awareness on children’s word reading development from two socioeconomic backgrounds
This study examined variations in reading acquisition according to socioeconomic background. Word reading speed and accuracy, phonological awareness, and morphological awareness were assessed among 199 native Hebrew-speaking children from high and low SES in the second, fourth, and sixth grades. The study further investigated the possible mediating role of phonological and morphological awareness in predicting reading of vowelized vs. unvowelized…
Morphophonological categories of noun plurals in Hebrew
The study analyzes command of noun plurals and phonological awareness of Hebrew-speaking children at the beginning and end of the first year of formal schooling. Our aims were to trace the development of noun plurals during a crucial year in children's life, when they are exposed to a considerable amount of spoken and written language; to determine the impact of different morphophonological plural categories on pace of acquisition; and to determi…
Morphological Analogies in Hebrew-Speaking University Students with Dyslexia Compared with Typically Developing Gradeschoolers
Role of Phonological and Morphological Awareness in L2 Oral Word Reading
In this study, 57 fifth-grade native Hebrew speakers performed orthographic-phonological awareness, morphological awareness, and oral word reading tasks in both Hebrew (first language [L1]) and English (second language [L2]). The results of the language-specific task scores in the two languages reflect, with certain qualifications, participants' L1 proficiency and the language proximity of particular language features. The more similar the langua…
Morphological abilities in Hebrew-speaking gradeschoolers from two socioeconomic backgrounds
Morphology, one of the organizing principles of the mental lexicon, is especially important in Hebrew, where word structure expresses a rich array of semantic notions. The current study focuses on morphological skills in Hebrew-speaking gradeschoolers from high-and low-SES backgrounds: 152 high-SES children and 167 low-SES children (2nd, 3rd, 4th, 5th and 6th graders) were administered an analogy task, which required reading complex words and eli…
Sociocultural factors in children’s written narrative production
Narrative themes, such as search and discovery, are universal and transcend the modularity of language, culture, time, and physical setting. Narratives share a cohesive organizational structure. This study, by assessing children’s written versions, examines their understanding and integration of the story structure of a series of simple black and white line drawings. The study was conducted with students from the second, fourth, and sixth grades …
Representing written vowels in university students with dyslexia compared with normal hebrew readers
Learning to Represent Vowels in Written Hebrew
The study investigates novice and veteran Hebrew readers’ perception of words containing a vowel letter in different orthographic and morphological contexts. In the first experiment, children and adults were asked to judge pointed words with different morphological structures with and without the grapheme W. Half of the words had consistent (obligatory) W and half had inconsistent (optional) W. In the second experiment, the same procedure was rep…
An Academic Intervention Program for EFL University Students With Reading Disabilities
From Dichotomy to Divergence
This study investigates the development of plural adjective agreement in Hebrew, focusing on the consolidation of Hebrew number/gender morphology in children and adolescents across the school years in comparison with adults. A total of 240 Hebrew-speaking participants in seven consecutive grade levels (kindergarten to sixth grade) plus a group of 30 adults were administered a set of 32 singular noun-adjective noun phrases, which they had to plura…
Morphophonological categories of noun plurals in Hebrew
The study analyzes command of noun plurals and phonological awareness of Hebrew-speaking children at the beginning and end of the first year of formal schooling. Our aims were to trace the development of noun plurals during a crucial year in children's life, when they are exposed to a considerable amount of spoken and written language; to determine the impact of different morphophonological plural categories on pace of acquisition; and to determi…
Morphological Analogies in Hebrew-Speaking University Students with Dyslexia Compared with Typically Developing Gradeschoolers
Role of Phonological and Morphological Awareness in L2 Oral Word Reading
In this study, 57 fifth-grade native Hebrew speakers performed orthographic-phonological awareness, morphological awareness, and oral word reading tasks in both Hebrew (first language [L1]) and English (second language [L2]). The results of the language-specific task scores in the two languages reflect, with certain qualifications, participants' L1 proficiency and the language proximity of particular language features. The more similar the langua…
It's all about gender
They look similar, but they are different
This study examined the influence of two specific Hebrew nominal morphological structures on the accurate reading of Hebrew nouns. The study also analysed and categorized the reading errors within each nominal structure. All 24 nouns in this study looked similar, inasmuch as they were all four-lettered and ended with the final vowel letter [H]. Yet they were of two different morphological structures. Twelve were feminine nominal derivations, and …
Representing written vowels in university students with dyslexia compared with normal hebrew readers
Learning to Represent Vowels in Written Hebrew
The study investigates novice and veteran Hebrew readers’ perception of words containing a vowel letter in different orthographic and morphological contexts. In the first experiment, children and adults were asked to judge pointed words with different morphological structures with and without the grapheme W. Half of the words had consistent (obligatory) W and half had inconsistent (optional) W. In the second experiment, the same procedure was rep…
An Academic Intervention Program for EFL University Students With Reading Disabilities
Morphological abilities in Hebrew-speaking gradeschoolers from two socioeconomic backgrounds
Morphology, one of the organizing principles of the mental lexicon, is especially important in Hebrew, where word structure expresses a rich array of semantic notions. The current study focuses on morphological skills in Hebrew-speaking gradeschoolers from high-and low-SES backgrounds: 152 high-SES children and 167 low-SES children (2nd, 3rd, 4th, 5th and 6th graders) were administered an analogy task, which required reading complex words and eli…
Sociocultural factors in children’s written narrative production
Narrative themes, such as search and discovery, are universal and transcend the modularity of language, culture, time, and physical setting. Narratives share a cohesive organizational structure. This study, by assessing children’s written versions, examines their understanding and integration of the story structure of a series of simple black and white line drawings. The study was conducted with students from the second, fourth, and sixth grades …
Morphological Analogies in Hebrew-Speaking University Students with Dyslexia Compared with Typically Developing Gradeschoolers
Role of Phonological and Morphological Awareness in L2 Oral Word Reading
In this study, 57 fifth-grade native Hebrew speakers performed orthographic-phonological awareness, morphological awareness, and oral word reading tasks in both Hebrew (first language [L1]) and English (second language [L2]). The results of the language-specific task scores in the two languages reflect, with certain qualifications, participants' L1 proficiency and the language proximity of particular language features. The more similar the langua…
Morphophonological categories of noun plurals in Hebrew
The study analyzes command of noun plurals and phonological awareness of Hebrew-speaking children at the beginning and end of the first year of formal schooling. Our aims were to trace the development of noun plurals during a crucial year in children's life, when they are exposed to a considerable amount of spoken and written language; to determine the impact of different morphophonological plural categories on pace of acquisition; and to determi…
Effect of phonological and morphological awareness on reading comprehension in Hebrew-speaking adolescents with reading disabilities
Children's command of plural and possessive marking on Hebrew nouns
We compare learning of two inflection types – obligatory noun plurals and optional noun possessives. We tested 107 Hebrew-speaking children aged 6–7 on the same tasks at the beginning and end of first grade. Performance on both constructions improved during this short period, but plurals scored higher from the start, with improvement only in changing stems. The main remaining challenge in mastering noun plural marking in grade school is thus to l…
Effects of phonological and morphological awareness on children’s word reading development from two socioeconomic backgrounds
This study examined variations in reading acquisition according to socioeconomic background. Word reading speed and accuracy, phonological awareness, and morphological awareness were assessed among 199 native Hebrew-speaking children from high and low SES in the second, fourth, and sixth grades. The study further investigated the possible mediating role of phonological and morphological awareness in predicting reading of vowelized vs. unvowelized…
Shallow and Deep Orthographies in Hebrew
From Dichotomy to Divergence
This study investigates the development of plural adjective agreement in Hebrew, focusing on the consolidation of Hebrew number/gender morphology in children and adolescents across the school years in comparison with adults. A total of 240 Hebrew-speaking participants in seven consecutive grade levels (kindergarten to sixth grade) plus a group of 30 adults were administered a set of 32 singular noun-adjective noun phrases, which they had to plura…
Reading accuracy and speed of vowelized and unvowelized scripts among dyslexic readers of Hebrew
The present study examined the effects of orthographic transparency on reading ability of children with dyslexia in two Hebrew scripts. The study explored the reading accuracy and speed of vowelized and unvowelized Hebrew words of fourth-grade children with dyslexia. A comparison was made to typically developing readers of two age groups: a group matched by chronological age and a group of children who are 2 years younger, presumably at the end o…
It's all about gender
Implicit learning deficits among adults with developmental dyslexia
Effect of chunk strength on the performance of children with developmental dyslexia on artificial grammar learning task may be related to complexity
Performance of children with developmental dyslexia on high and low topological entropy artificial grammar learning task
Do dyslexic individuals present a reduced visual attention span? Evidence from visual recognition tasks of non-verbal multi-character arrays
The role of feedback in implicit and explicit artificial grammar learning
Stimulus variation-based training enhances artificial grammar learning
The current study was designed to explore whether statistical learning ability is affected by the diversity of the stimulus set used in the training phase. The effect of stimulus diversity was assessed by controlling and manipulating the number of exposures to a given set and the number of unique strings presented to the learner during the training phase. 147 students participated in two studies. In the unvaried stimulus study, 71 participants le…
Spelling Aleph א in Hebrew
Spelling words containing phonologically and orthographically irregular letters presents a significant challenge for young writers. This study investigates the impact of spelling-to-sound regularity and different types of frequency on the spelling of Hebrew verbs with the root letter Aleph א . Aleph functions both as a consonant and a vowel, offering a unique lens through which to explore the influence of regularity and irregularity on the proces…
Diglossic and Orthographic Features of Reading Comprehension in Standard Arabic
This study investigates the role of diglossic and orthographic features in reading comprehension in Arabic. Specifically, it probes the independent contribution of language, metalinguistic, and decoding skills in the spoken language and in Standard Arabic to reading comprehension in the abjad writing system of Arabic. A sample of 112 Palestinian Arabic native‐speaking third graders (mean age = 108.31 months) were tested on receptive vocabulary, p…
Investigating the role of Arabic diglossia-centered multi-domain intervention (Admin) in enhancing Palestinian-Arabic speaking kindergarten children’s emergent literacy
Arabic-speaking children grow up in diglossia where different language varieties serve complementary functions; They use Spoken Arabic (SpA) for everyday communication but acquire literacy in Standard Arabic (StA), the only variety with a conventional orthography. Research shows that while the linguistic distance between SpA and StA challenges StA language and literacy acquisition with an advantage for linguistic structures that are identical in …
Reading and Literacy Development (25 obras) · Linguistics (23 obras) · Psychology (23 obras) · Language Development and Disorders (15 obras) · Hebrew (14 obras) · Cognitive psychology (11 obras) · Dyslexia (11 obras) · Computer Science (10 obras) · Cognition (9 obras) · Cognitive and developmental aspects of mathematical skills (9 obras)