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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 12 of 12 1 EFL Literacy Teaching in Relation to Teachers’ Self-Efficacy, Experience and Native Language Fuchs, Stephanie; Katzir, Tami; Kahn-Horwitz, Janina In: Australian Journal of Teacher Education (2021) BASE Show details 2 Predictive Models of Word Reading Fluency in Hebrew Shechter, Adi; Lipka, Orly; Katzir, Tami. - : Frontiers Media S.A., 2018 BASE Show details 3 Orthographic Transparency Enhances Morphological Segmentation in Children Reading Hebrew Words Haddad, Laurice; Weiss, Yael; Katzir, Tami. - : Frontiers Media S.A., 2018 BASE Show details 4 Reading Self-Concept and Reading Anxiety in Second Grade Children: The Roles of Word Reading, Emergent Literacy Skills, Working Memory and Gender Katzir, Tami; Kim, Young-Suk G.; Dotan, Shahar. - : Frontiers Media S.A., 2018 BASE Show details 5 Teachers’ Beliefs and Practices Regarding the Role of Executive Functions in Reading and Arithmetic Rapoport, Shirley; Rubinsten, Orly; Katzir, Tami. - : Frontiers Media S.A., 2016 BASE Show details 6 The Effect of Font Size on Reading Comprehension on Second and Fifth Grade Children: Bigger Is Not Always Better Katzir, Tami; Hershko, Shirley; Halamish, Vered. - : Public Library of Science, 2013 Abstract: Research on reading development has focused on the linguistic, cognitive, and recently, metacognitive skills children must master in order to learn to read. Less focus has been devoted to how the text itself, namely the perceptual features of the words, affects children’s learning and comprehension. In this study, we manipulated perceptual properties of text by presenting reading passages in different font sizes, line lengths, and line spacing to 100 children in the second and fifth grades. For second graders (Experiment 1), decreasing font size, as well as increasing line length, yielded significantly lower comprehension scores. Line spacing had no effect on performance. For fifth graders (Experiment 2), decreasing font size yielded higher comprehension scores, yet there were no effects for line length and line spacing. Results are discussed within a "desirable difficulty" approach to reading development. Keyword: Research Article URL: https://doi.org/10.1371/journal.pone.0074061 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3777945 http://www.ncbi.nlm.nih.gov/pubmed/24069266 BASE Hide details 7 The effects of orthographic consistency on reading development: A within and between cross-linguistic study of fluency and accuracy among fourth grade English- and Hebrew-speaking children Tami, Katzir; Katzir, Tami; Schiff, Rachel. - : Elsevier B.V., 2012 BASE Show details 8 The effects of orthographic consistency on reading development: A within and between cross-linguistic study of fluency and accuracy among fourth grade English- and Hebrew-speaking children unknown ( host institution ); Katzir, Tami ( author ). - 2012 BASE Show details 9 fMRI of syntactic processing in typically developing children: structural correlates in the inferior frontal gyrus. Nuñez, S Christopher; Dapretto, Mirella; Katzir, Tami... In: Developmental cognitive neuroscience, vol 1, iss 3 (2011) BASE Show details 10 The Varieties of Pathways to Dysfluent Reading Comparing Subtypes of Children With Dyslexia at Letter, Word, and Connected Text Levels of Reading Wolf, Maryanne; Morris, Robin; Lovett, Maureen... In: Psychology Faculty Publications (2008) BASE Show details 11 Reading fluency: the whole is more than the parts Katzir, Tami; Kim, Youngsuk; Wolf, Maryanne... In: Annals of dyslexia. - Boston, Mass. : Springer 56 (2006) 1, 51-82 BLLDB Show details 12 The effects of orthographic consistency on reading development: A within and between cross-linguistic study of fluency and accuracy among fourth grade English- and Hebrew-speaking children Schiff, Rachel (authoraut); Katzir, Tami (authoraut); Kim, Young-Suk (authoraut) BASE Show details

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