Prof. Tami Katzir

Tami Katzir is a member of Dept. of Learning Disabilities at Haifa University. She received her PhD in Applied Child Development at Tufts University and was an Assistant Professor at the Harvard Graduate School of Education in the Mind, Brain and Education program. She also was a visiting professor of Neurology at the David Geffen School of Medicine at UCLA, as well as a scholar in residence at the Stephan Wise Academy School at Bel-Air.  She was the chair of the Dept of Learning Disabilities at Haifa University 2013-2016.

Her research interest around the cognitive and biological basis of reading development and reading breakdown in diverse populations.  She has examined the role of fluency in reading in different orthographies as well as the relationship between linguistic and social-emotional processes in reading comprehension. Tami Katzi’r work was funded by the Spencer Foundation, The American Dept of Education, The Piper foundation, and the Israeli Science Foundation and the Israeli Dept of Education. She received in 2007 the Etti and Dusty Miller award of excellence for junior faculty. She is the author of over 50 publications and member of the editorial board of several leading academic journals such as applied psycholinguistics, Mind Brain and Education, and Annals of Dyslexia. She is a member of multiple committees on literacy in the Israeli Dept of Education.  In the past few years, together with her colleagues, she has developed an innovative intervention focusing on the foundational social, linguistic and cognitive skills which promote reading development in young children.

• 1996  B.A     History and Psychology, Tel-Aviv University
• 2002  Ph.D.  Applied Child Development Concentration: Language and Literacy, Eliot Pearson Department of Child Development, Tufts University

• Dotan, S., & Katzir, T. (2024). The effect of modality on reading comprehension of struggling and typical readers in the second and third grades. Journal of Research in Reading. pp 1–17‏
• Segal, A., Dotan, S., & Katzir, T. (2023). Development over time of the reading self-concept in fourth-and fifth-grade students. Current Psychology, 42(32), 28611-28622.
• ‏Sabag-Shushan, T., & Katzir, T. (2023). Emotional understanding in reading comprehension at the text, task, and reader levels: a comparison of diverse struggling readers. Reading and Writing, 1-25.
• ‏Sabag-Shushan, T., Katzir, T., & Prior, A. (2023). Assessment of emotion word vocabulary and its contribution to reading comprehension. Applied Psycholinguistics, 44(1), 29-50.
• ‏Fuchs, S., Katzir, T., & Kahn-Horwitz, J. (2023). EFL literacy instruction as reflected in elementary school textbooks in Israel. Reading and Writing, 36(1), 29-49.
• ‏Katzir, T. (2022). The feeling of reading in a changing world: From neurons to narratives. In Education: A global compact for a time of crisis (pp. 301-312). Columbia University Press.
• Nathaniel, U., Weiss, Y., Barouch, B., Katzir, T., & Bitan, T. (2022). Start shallow and grow deep: The development of a Hebrew reading brain. Neuropsychologia, 176, 108376.
• ‏‏Kleider-Tesler, E., Barzillai, M., & Katzir, T. (2022). Confidence and Calibration of Comprehension in Adolescence: Are They Domain-General or Domain-Specific?. Psychology, 13(12), 1727-1747.
• ‏Barouch, B., Weiss, Y., Katzir, T., & Bitan, T. (2022). Neural processing of morphology during reading in children. Neuroscience, 485, 37-52.