Zvias Legacy Publications - The Edmond J. Safra Brain Research Center for the Study of Learning Disabilities

Publications

Horowitz-Kraus, T., Cicchino, N., Amiel, M., Holland, S. K., & Breznitz, Z. (2014).

Reading improvement in English-and Hebrew-speaking children with reading difficulties after reading acceleration training

Annals of dyslexia, 64, 183-201.‏

Breznitz, Z., Shaul, S., Horowitz-Kraus, T., Sela, I., Nevat, M., & Karni, A. (2013).

Enhanced reading by training with imposed time constraint in typical and dyslexic adults

Nature communications, 4(1), 1486.‏

Berninger, V. W., Lee, Y. L., Abbott, R. D., & Breznitz, Z. (2013).

Teaching children with dyslexia to spell in a reading-writers’ workshop.

Annals of Dyslexia, 63, 1-24.‏

Beidas, H., Khateb, A., & Breznitz, Z. (2013).

The cognitive profile of adult dyslexics and its relation to their reading abilities.

Reading and Writing, 26, 1487-1515.‏

Shany, M., & Breznitz, Z. (2011).

Rate-and accuracy-disabled subtype profiles among adults with dyslexia in the Hebrew orthography.

Developmental neuropsychology, 36(7), 889-913.‏

Kraus, T. H., & Breznitz, Z. (2009).

Can the error detection mechanism benefit from training the working memory? A comparison between dyslexics and controls—an ERP study

PloS one, 4(9), e7141.‏‏

Breznitz, Z. (2006).

Fluency in reading: Synchronization of processes. Routledge.‏

Meyler, A., & Breznitz, Z. (2005).

Visual, auditory and cross‐modal processing of linguistic and nonlinguistic temporal patterns among adult dyslexic readers.

Dyslexia, 11(2), 93-115.‏

Katzir, T., Shaul, S., Breznitz, Z., & Wolf, M. (2004).

The universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders.

Reading and Writing, 17, 739-768.‏

Breznitz, Z., & Meyler, A. (2003).

Speed of lower-level auditory and visual processing as a basic factor in dyslexia: Electrophysiological evidence.

Brain and language, 85(2), 166-184.

Breznitz, Z. (2002).

Asynchrony of visual-orthographic and auditory-phonological word recognition processes: An underlying factor in dyslexia.

Reading and Writing, 15, 15-42.‏

Breznitz, Z., & Leikin, M. (2001).

Effects of accelerated reading rate on processing words’ syntactic functions by normal and dyslexic readers: Event related potentials evidence.

The Journal of genetic psychology, 162(3), 276-296.‏

Barnea, A., & Breznitz, Z. (1998).

Phonological and orthographic processing of Hebrew words: electrophysiological aspects.

The Journal of genetic psychology, 159(4), 492-504.‏

Breznitz, Z. (1997).

Effects of accelerated reading rate on memory for text among dyslexic readers.

Journal of Educational Psychology, 89(2), 289.‏

Sarid, M., & Breznitz, Z. (1997).

Developmental aspects of sustained attention among 2-to 6-year-old children.

International Journal of Behavioral Development, 21(2), 303-312.‏

Breznitz, Z., & Share, D. L. (1992).

Effects of accelerated reading rate on memory for text.

Journal of Educational Psychology, 84(2), 193.‏

Breznitz, Z. (1992).

Verbal indicators of depression.

The Journal of general psychology, 119(4), 351-363.‏

Breznitz, Z. (1987).

Increasing first graders’ reading accuracy and comprehension by accelerating their reading rates.

Journal of Educational Psychology, 79(3), 236.‏