Prof. Michal Shany
I received my Ph.D. from the Department of Special Education and Adaptive Instruction at the Ontario Institute for Studies in Education, The University of Toronto, Canada. I joined the Department of Learning Disabilities at the University of Haifa in 1998 and was one of the establishing members of the Edmond J. Safra Research Center for the Study of Learning Disabilities. I am a specialist track lecturer and have been an Associate Professor since 2012. During my time at Haifa, I have: established (in 1998) the Department of Learning Disabilities clinical program, which I have led continually since; established (in 2003) Kehila, the Faculty of Education Clinic for Diagnosis of Children and Adolescents, which I also continue to lead; served as the Academic Director of Yahel, the University of Haifa Clinics for Diagnosis and Research in Learning Disabilities since 2008.
- Profiles of Hebrew-speaking individuals with reading disabilities. My research indicates the existence of subgroups of individuals with reading disabilities, based on a disassociation between the rate and the accuracy of reading and a corresponding differentiation of language and cognitive mechanisms.
- Emotional characteristics of readers with difficulties and their parents and teachers, with a particular emphasis on the negative contribution of rumination about RD to academic achievement and on changes in such relationships throughout periods of intervention.
- Development of assessment tools. I have been working extensively on the development of assessment tools for both Hebrew- and Arabic-speaking populations.
- Teacher training: I led the nation-wide implementation of the “Haifa-Safra Model,” which was developed to train teachers in the process of identifying and providing interventions for students with learning difficulties.
1976 B.A Special Education, Bar-Ilan University, Ramat-Gan, Israel
1986 M.A cum laude, Special Education, Bar-Ilan University, Ramat-Gan, Israel
1992 Ph.D. Department of Instruction and Special Education, University of
Toronto/Ontario Institute for Studies in Education (OISE), Toronto, Canada.
- Katzir, T., Markovich, V., Tesler, E., & Shany. M. (2017). Self-regulation and reading comprehension: self-perceptions, self-evaluations and effective strategies for intervention. In Meltzer, L. (Ed.), Executive function in education: From theory to practice. 2nd Edition. Guilford Press. (pp. 240-262).
- Share, D. L., Shany, M., & Lipka, O. (In press). Dyslexia in Hebrew. Chapter in an edited volume by L. T. W. Verhoeven, C. A. Perfetti and K. Pugh (Eds.), Developmental dyslexia across languages and writing systems. Cambridge University Press (40 pages).
- Kasperski, R., Shany, M., & Katzir, T. (2016). The role of RAN and reading rate in predicting reading self-concept. Reading and Writing, 29(1), 117-136.
- Blicher, S., Feingold, L., & Shany, M. (2016). The role of trait anxiety and preoccupation with reading disabilities of children and their mothers in predicting reading comprehension. Journal of Learning Disabilities.
- Asadi I., Khateb, A. & Shany, M. (2016). How Simple is Reading in Arabic? A cross-sectional investigation of reading comprehension from first to sixth grade. Journal of Research in Reading (40), 1-22.