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Director of the Edmond J. Safra Brain Research Center For the Study of Learning Disabilities
Visual Attention and Cognition Lab
Language Learning and Executive Function Laboratory
The Main Laboratory for Neurocognitive Research, The Unit for the Study of the Arabic Language
The Neuro-phenomenological Lab for the Study of Brain, Mind, and Behavior
Cognitive Developmental Lab
Human Brain & Learning Laboratory
Literacy and Writing Systems
The Laboratory for Attention
Emotion Lab
The Laboratory for the Study of Bilingualism
The Neurocognitive Laboratory for Early Childhood: Prevention and Intervention of Learning Disabilities
Clinical Arabic program in Learning Disabilities
The Numerical Neurocognitive Research Laboratory
At-Risk Students and Teacher Training Research Laboratory
Department of Learning Disabilities
Learning and Language Research Laboratory
Amplilab – Amplifying People’s Abilities in and out of the Lab
Visual Attention and Cognition Lab
Language Learning and Executive Function Laboratory
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Cognitive-linguistic profiles underlying reading difficulties in the two Hebrew writing versions that differ in phonological transparency
Neuro-psychological developmental processes correlates of reading disabilities: A child-specific difficulties profile
The role of cognitive flexibility in basic and complex mathematical and reading abilities from third grade to fifth grade
How do reading self-concept and reading anxiety develop over time in monolingual and bilingual children, and if the teacher-student relationship mediates this relation?
The effect of Digital Vocabulary Games on Achievement Emotions and Learning Outcomes among Fourth and Fifth Grade Students with Varied Reading Profiles
The Development of Hemispheric Lateralization of Word and Face Processing: A Longitudinal Observation of Pre-School and Elementary-School Students with and without Reading and Attention Difficulties
The role of selective attention in emotion regulation among children with symptoms of attention
Visual processing of derivational morphology in children with developmental dyslexia: Evidence from Arabic
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