Longitudinal Project Papers - The Edmond J. Safra Brain Research Center for the Study of Learning Disabilities

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Papers

Balhinez, R., & Shaul, S. (2019).

The relationship between reading fluency and arithmetic fact fluency and their shared cognitive skills: A developmental perspective.

Frontiers in Psychology, 10, 1281.

Bar, L. & Shaul, S. (2021).

Early Numeracy and Literacy Skills Among Monolingual and Bilingual Kindergarten Children.

Frontiers in Psychology. 12:732569.

Cohen-Mimran, R., Gott, D., Nevet, L., & Sha2e, D. L. (2022).

Preschool morphological awareness contributes to word reading at the very earliest stages of learning to read in a transparent orthography.

Reading and Writing, 1-21.

Joubran-Awadie, N., & Shalhoub-Awwad, Y. (2023).

Morphological distance between spoken Palestinian dialect and standard Arabic and its implications for reading acquisition.

First Language, 01427237221145375.

Khoury-Metanis, A., & Khateb, A. (2022).

Exploring the writing reading connection among Arabic speaking kindergarten children: the role of fine motor skills and orthographic knowledge.

Reading and Writing, 1-23.

Mansour‐Adwan, J., Khateb, A., Shalhoub-Awwad, Y., & Cohen-Mim2an, R. (2023).

The different linguistic profiles in Arabic speaking kindergarteners and relation to emergent literacy.

Reading and Writing, 1-27.

Mansour-Adwan, J., Shalhoub-Awwad, Y., Cohen-Mim2an, R., & Khateb, A. (2023).

Reading in kindergarten Arabic speaking children with low linguistic skills: A longitudinal study.

Applied Psycholinguistics, 1-27.

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