The objective of this study was to evaluate the impact of a multi-component homograph processing intervention complemented by Executive Function (EF) skills on the performance of struggling readers. The researchers focused on measuring improvements in literacy, metalinguistic abilities, cognitive/EF skills acquired during the intervention, and…

Despite an increase in studies investigating morphological knowledge in dyslexia, the connection between morphological and semantic knowledge is still unclear. This study investigated the effect of semantic information on the performance of Hebrew-speaking, high-achieving adults with and without dyslexia in two auditory tasks: a primed-lexical…

This research examined differences between dyslexic, poor and normal readers who learn in the same educational framework, across various linguistic and meta-linguistic skills in Hebrew as the first language (L1) and English as a foreign language (FL), following an intervention program focusing on English linguistic skills. The participants…

The goal of the research was to examine executive functioning and figurative language comprehension among students with learning disabilities as compared to students without learning disabilities. As part of the research, we examined 20 students with learning disabilities and 21 students with no learning disabilities, both groups of students…

Investigated the interrelationship between meaning construction and testing tasks in English-as-a-Foreign-Language (EFL) tests written in both Hebrew and English taken by 28 Israeli 10th graders. Results found that the testing task functioned as an additional information source that was used by the students to develop mental models of English…