רחל שיף
הערות שוליים

1 2  Schiff Rachel | Faculty of Education, education.biu.ac.il
↑  Rachel Schiff, Sarit Schwartz-Nahshon, Revital Nagar, Effect of phonological and morphological awareness on reading comprehension in Hebrew-speaking adolescents with reading disabilities, Annals of Dyslexia 61, 2011-06, עמ' 44–63 doi: 10.1007/s11881-010-0046-5
↑  Schiff, R. & Har-Zvi, S., .Think First Language Series: Spelling (Student book and Teacher’s Guide), Israel Even Yehuda: Reches Publishers, 1999. (בhebrew)
↑  Schiff, R., Har-Zvi, S., & Levi-Shimon, S., Think First Language Series: Phonemes (Student book and Teacher’s Guide), Holon Israel: Reichgold Publishing, 2004. (בhebrew)
↑  Schiff, R., Har-Zvi, S., & Levi-Shimon, S., Think First Language Series: Morphemes.  (Student book and Teacher’s Guide)., Holon Israel: Reichgold Publishing, 2006. (בhebrew)
↑  Flemenbaum, D., Moran, A. & Schiff, R., Verbal Expression: Thinking first., Holon Israel: Reichgold Publishing, 2007. (בhebrew)
↑  Schiff, R. & Peled, N., Thinking of Aleph: Language and cognitive development as preparation for the first grade., Ramat Gan Israel: HaMa'ayan Lagan, 2016. (בhebrew)
↑  Schiff, R. & Har-Zvi, S., Think of spelling. (Student book and Teacher’s Guide), Even Yehuda Israel: Reches Publishers, 2013. (בhebrew)
↑  Ravid, D., & Schiff, R. (2013). Homophonic root letter spelling among elementary school students with varying reading abilities, research report submitted to the Ministry of Education. [In Hebrew]
↑  מחקרים בביצוע, באתר edu.gov.il
1 2 3  Rachel Schiff, Interventions in Learning Disabilities : a Handbook on Systematic Training Programs for Individuals with Learning Disabilities., Cham, 2016, ISBN 978-3-319-31235-4
↑  Schiff, R.; Kahta, S.; Katzir, T. (2006). Single-word reading test: Vowelized and unvowelized word reading. Ramat Gan: Haddad Center, Bar-Ilan University.
↑  הכשרת מומחים להוראה מתקנת ופיתוח כשרי למידה כיתות א -ו' היבטים התפתחותיים, שפתיים, קוגניטיביים והתנהגותיים, באתר היחידה לפיתוח מקצועי, אונ' בר-אילן
↑  חברים בוועדות המשנה של המועצה להשכלה גבוהה בתשס"ו
↑  קורות חיים אקדמיים (באנגלית)
1 2  Rachel Schiff, Elinor Saiegh-Haddad, Development and Relationships Between Phonological Awareness, Morphological Awareness and Word Reading in Spoken and Standard Arabic, Frontiers in Psychology 9, 2018, עמ' 356 doi: 10.3389/fpsyg.2018.00356
↑  Elinor Saiegh-Haddad, Abeer Shahbari-Kassem, Rachel Schiff, Phonological awareness in Arabic: the role of phonological distance, phonological-unit size, and SES, Reading and Writing 33, 2020-06, עמ' 1649–1674 doi: 10.1007/s11145-020-10019-3
↑  Rachel Schiff, Miki Cohen, Reut Marton, Ayelet Sasson, Auditory Morphological Knowledge in Adults with Dyslexia: The Importance of Semantic Information, Scientific Studies of Reading 23, 2019-07-04, עמ' 317–333 doi: 10.1080/10888438.2019.1568440
↑  Rachel Schiff, Miki Cohen, Elisheva Ben-Artzi, Ayelet Sasson, Auditory Morphological Knowledge Among Children With Developmental Dyslexia, Scientific Studies of Reading 20, 2016-03-03, עמ' 140–154 doi: 10.1080/10888438.2015.1094074
↑  Rachel Schiff, Shallow and deep orthographies in Hebrew: the role of vowelization in reading development for unvowelized scripts, Journal of Psycholinguistic Research 41, 2012-12, עמ' 409–424 doi: 10.1007/s10936-011-9198-7
↑  Shani Kahta, Rachel Schiff, Deficits in statistical leaning of auditory sequences among adults with dyslexia, Dyslexia (Chichester, England) 25, 2019-05, עמ' 142–157 doi: 10.1002/dys.1618
1 2  Rachel Schiff, Pesia Katan, Ayelet Sasson, Shani Kahta, Effect of chunk strength on the performance of children with developmental dyslexia on artificial grammar learning task may be related to complexity, Annals of Dyslexia 67, 2017-07, עמ' 180–199 doi: 10.1007/s11881-017-0141-y
↑  Rachel Schiff, Ayelet Sasson, Galit Star, Shani Kahta, The role of feedback in implicit and explicit artificial grammar learning: a comparison between dyslexic and non-dyslexic adults, Annals of Dyslexia 67, 2017-10, עמ' 333–355 doi: 10.1007/s11881-017-0147-5
↑  Rachel Schiff, Ayelet Sasson, Galit Star, Shani Kahta, The role of feedback in implicit and explicit artificial grammar learning: a comparison between dyslexic and non-dyslexic adults, Annals of Dyslexia 67, 2017-10, עמ' 333–355 doi: 10.1007/s11881-017-0147-5
1 2  Rachel Schiff, Ayelet Sasson, Hadas Green, Shani Kahta, Artificial grammar learning is facilitated by distributed practice: Evidence from a letter reordering task, Cognitive Processing, 2021-08-09 doi: 10.1007/s10339-021-01048-z
↑  אחיה | הערכת הגרסה הממוחשבת של שיטת הקריאה המתקנת של אחיה
↑  מידעון לשכת המדען הראשי, באתר משרד החינוך
↑  פרופ' אלינור סאיג-חדאד, פרופ' רחל שיף, מחקר התערבות לטיפוח האוריינות בקרב ילדי גן דוברי ערבית כשפת אם בישראל
1 2  Rachel Schiff, R. Malatesha Joshi, Introduction to Special Issue: Spelling and Morphology in Different Orthographies among Readers with and without Dyslexia, Dyslexia (Chichester, England) 23, 2017-11, עמ' 319–323 doi: 10.1002/dys.1573
↑  English | האגודה הישראלית לאוריינות ושפה
1 2  General Editor: Dorit Ravid, Written Language & Literacy, WL&L (ב־)
↑  Rachel Schiff, Ronit Levie, Spelling and Morphology in Dyslexia: A Developmental Study Across the School Years, Dyslexia (Chichester, England) 23, 2017-11, עמ' 324–344 doi: 10.1002/dys.1549
↑  Menahem Yeari, Eli Vakil, Lee Schifer, Rachel Schiff, The origin of the centrality deficit in individuals with attention-deficit/hyperactivity disorder, Journal of Clinical and Experimental Neuropsychology 41, 2019-02, עמ' 69–86 doi: 10.1080/13803395.2018.1501000
↑  Yafit Gabay, Shai Gabay, Rachel Schiff, Avishai Henik, Visual and Auditory Interference Control of Attention in Developmental Dyslexia, Journal of the International Neuropsychological Society: JINS 26, 2020-04, עמ' 407–417 doi: 10.1017/S135561771900122X
↑  Dorit Ravid, Rachel Schiff, Judging Hebrew adjective agreement across development: syntactic and morpho-syntactic awareness, Reading and Writing 34, 2021-01, עמ' 1–25 doi: 10.1007/s11145-020-10061-1
↑  Rachel Schiff, Shlomit Rosenstock, Dorit Ravid, Morpho-Orthographic Complexity in Affix Spelling in Hebrew: A Novel Psycholinguistic Outlook Across the School Years, Frontiers in Psychology 11, 2020-05-26, עמ' 868 doi: 10.3389/fpsyg.2020.00868
↑  Rachel Schiff, Pesi Ashkenazi, Shani Kahta, Ayelet Sasson, Stimulus variation-based training enhances artificial grammar learning, Acta Psychologica 214, 2021-03, עמ' 103252 doi: 10.1016/j.actpsy.2021.103252
↑  Shani Kahta, Mali Kiassi-Lebel, Miki Cohen, Ayelet Sasson, Mind the gap: semantic information constrains morphological knowledge in low SES, Reading and Writing, 2021-07-29 doi: 10.1007/s11145-021-10198-7
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בקרת זהויות :  VIAF: 106923336   WorldCat (עם VIAF): 106923336