Tami Katzir
Biographic Data
| ID | 9328580 |
|---|---|
| NAME | Tami Katzir |
| GIVEN NAMES | Tami |
| FAMILY NAME | Katzir |
| SIGNATURE | KATZIR T |
| AFFILIATIONS | University of Haifa |
| ORCID | 0000-0003-2605-208X |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Metacognitive Monitoring in Reading Comprehension
This study examined associations between vocabulary knowledge, reading fluency, cognitive flexibility, and metacognitive monitoring accuracy in reading comprehension among fifth-grade students. Participants (N = 104) completed measures of cognitive–linguistic abilities and reading comprehension, with global metacomprehension judgments after reading and item-level confidence ratings. Metacognitive monitoring accuracy was assessed using calibration…
Attentional Symptom Expression Moderates the Role of Vocabulary in Reading Comprehension Among Fifth-Grade Students
Previous research has linked inattentive symptom expression to reading difficulties, primarily in clinically referred samples or using indirect academic indicators. The present study examines attentional variability in a nonreferred community-based school sample with no clinical diagnoses or referrals, using standardized reading measures. The study further tested whether attentional variability moderates associations between cognitive linguistic …
ADHD symptomatology and metacognitive monitoring insights for college student support
Metacognitive monitoring, the ability to accurately assess one’s cognitive performance, plays a critical role in self-regulated learning and academic success. Students with Attention-Deficit/Hyperactivity Disorder (ADHD) often exhibit positive illusory bias (PIB), overestimating their performance relative to objective criteria across domains, which may hinder effective learning strategies and reduce engagement with academic support services. This…
Kindergarten predictors of dyslexia pathways in Hebrew
While dyslexia is often considered a uniformly persistent condition, research has identified two additional developmental pathways: resolving and late-emerging dyslexia. Yet, most studies have focused on Western languages, and only a few have examined kindergarten predictors of these pathways, with morphological awareness largely overlooked. This five-year longitudinal study examined dyslexia pathways and their kindergarten predictors, including …
Effects of Increased Letter Spacing on Digital Text Reading Comprehension, Calibration, and Preferences in Young Readers
In educational technology environments, the ability to customize digital text presentation offers opportunities to enhance learning experiences through typographical adjustments. This study investigated how digital letter spacing (LS) manipulations affect reading comprehension (RC), reading speed, calibration of comprehension (CoC), and preferences in emergent readers. We examined 163 second graders and 126 third graders as they read digital text…
Transforming Teacher Knowledge to Practice
One of the primary challenges of any educational system is providing effective professional development (PD) for teachers, which will integrate knowledge that can be translated into practice. Moreover, the goal of PD is for teachers to implement new practices in their classrooms. The PD model examined integrated three key components: content knowledge (literacy theory), pedagogical content knowledge (research-based strategies), and practical impl…
The effect of modality on reading comprehension of struggling and typical readers in the second and third grades
Background “Screen inferiority” refers to a well‐established phenomenon observed among adults and teenagers, wherein they demonstrate higher reading comprehension when reading from paper compared to screens. However, there is limited research focusing on readers in the initial stages of reading development. The current study aims to investigate reading comprehension in both screen and paper settings, as well as modality preferences, among young t…
Development over time of the reading self-concept in fourth- and fifth-grade students
Adolescent word reading in English as a foreign language
The current study examined the proficiency of Israeli adolescents in reading single words in English, which is taught as a foreign language, and what language skills predict individual variability. Parallel measures of word reading, phonology, decoding, morpho‐syntax and vocabulary in Hebrew and English were administered to 217 adolescents in 8th and 11th grade. Following 5–8 years of English as a foreign language instruction, participants achiev…
Accelerating reading via local priming
Theory and reported practice in EFL literacy instruction
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…
Predicting reading comprehension of narrative and expository texts among Hebrew-speaking readers with and without a reading disability
Reading fluency
No prominent works on this page.
Reading fluency
Predicting reading comprehension of narrative and expository texts among Hebrew-speaking readers with and without a reading disability
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…
Theory and reported practice in EFL literacy instruction
Adolescent word reading in English as a foreign language
The current study examined the proficiency of Israeli adolescents in reading single words in English, which is taught as a foreign language, and what language skills predict individual variability. Parallel measures of word reading, phonology, decoding, morpho‐syntax and vocabulary in Hebrew and English were administered to 217 adolescents in 8th and 11th grade. Following 5–8 years of English as a foreign language instruction, participants achiev…
Accelerating reading via local priming
Development over time of the reading self-concept in fourth- and fifth-grade students
The effect of modality on reading comprehension of struggling and typical readers in the second and third grades
Background “Screen inferiority” refers to a well‐established phenomenon observed among adults and teenagers, wherein they demonstrate higher reading comprehension when reading from paper compared to screens. However, there is limited research focusing on readers in the initial stages of reading development. The current study aims to investigate reading comprehension in both screen and paper settings, as well as modality preferences, among young t…
Effects of Increased Letter Spacing on Digital Text Reading Comprehension, Calibration, and Preferences in Young Readers
In educational technology environments, the ability to customize digital text presentation offers opportunities to enhance learning experiences through typographical adjustments. This study investigated how digital letter spacing (LS) manipulations affect reading comprehension (RC), reading speed, calibration of comprehension (CoC), and preferences in emergent readers. We examined 163 second graders and 126 third graders as they read digital text…
Transforming Teacher Knowledge to Practice
One of the primary challenges of any educational system is providing effective professional development (PD) for teachers, which will integrate knowledge that can be translated into practice. Moreover, the goal of PD is for teachers to implement new practices in their classrooms. The PD model examined integrated three key components: content knowledge (literacy theory), pedagogical content knowledge (research-based strategies), and practical impl…
Metacognitive Monitoring in Reading Comprehension
This study examined associations between vocabulary knowledge, reading fluency, cognitive flexibility, and metacognitive monitoring accuracy in reading comprehension among fifth-grade students. Participants (N = 104) completed measures of cognitive–linguistic abilities and reading comprehension, with global metacomprehension judgments after reading and item-level confidence ratings. Metacognitive monitoring accuracy was assessed using calibration…
Attentional Symptom Expression Moderates the Role of Vocabulary in Reading Comprehension Among Fifth-Grade Students
Previous research has linked inattentive symptom expression to reading difficulties, primarily in clinically referred samples or using indirect academic indicators. The present study examines attentional variability in a nonreferred community-based school sample with no clinical diagnoses or referrals, using standardized reading measures. The study further tested whether attentional variability moderates associations between cognitive linguistic …
ADHD symptomatology and metacognitive monitoring insights for college student support
Metacognitive monitoring, the ability to accurately assess one’s cognitive performance, plays a critical role in self-regulated learning and academic success. Students with Attention-Deficit/Hyperactivity Disorder (ADHD) often exhibit positive illusory bias (PIB), overestimating their performance relative to objective criteria across domains, which may hinder effective learning strategies and reduce engagement with academic support services. This…
Kindergarten predictors of dyslexia pathways in Hebrew
While dyslexia is often considered a uniformly persistent condition, research has identified two additional developmental pathways: resolving and late-emerging dyslexia. Yet, most studies have focused on Western languages, and only a few have examined kindergarten predictors of these pathways, with morphological awareness largely overlooked. This five-year longitudinal study examined dyslexia pathways and their kindergarten predictors, including …
Reading and Literacy Development (10 works) · Reading comprehension (8 works) · Cognition (7 works) · Comprehension (7 works) · Psychology (7 works) · Linguistics (6 works) · Cognitive psychology (4 works) · Computer Science (3 works) · Dyslexia (3 works) · Fluency (3 works)