Prof. Dr. Irit Bar-Kochva
Employee of DIE
Projects
Research and Work Focus
Literacy and basic language skills across life span, diagnostic and intervention in learning difficulties, developmental aspects of literacy acquisition, cognitive skills related to reading and writing proficiencies, typical and atypical processes of learning, psycholinguistic research
Publications
Einzelbeiträge in Sammelwerken
Schröter, H., Bredthauer, S., Sahlender, M., Roth, H.-J., Bar-Kochva, I. & Schrader, J. (2024). Multiperspektivische Erfassung professioneller Kompetenzen von DaZ-Lehrkräften: Das Verbundprojekt COLD. In J. König, C. Hanisch, P. Hanke, T. Hennemann, K. Kaspar, M. Martens & S. Strauß (Hrsg.), Auf die Lehrperson und ihren Unterricht kommt es an: Zehn Jahre empirische Professions- und Unterrichtsforschung im IZeF der Universität zu Köln (S. 103–126). Waxmann. https://doi.org/10.31244/9783830998761
Bar-Kochva, I., Schröter, H. & Schrader, J. (2023). Sprachliche Bildung im Erwachsenenalter. In M. Becker-Mrotzek, I. Gogolin, H.-J. Roth & P. Stanat (Hrsg.), Grundlagen der sprachlichen Bildung (S. 233–244). Waxmann. https://doi.org/10.31244/9783830997757
Lindberg, S., Nagler T., Bar-Kochva, I. & Hasselhorn, M. (2016). Computergestützte Ansätze zur Förderung der Leseleistung durch Manipulation individueller Lesezeiten. In M. Hasselhorn & W. Schneider (Hrsg.), Förderprogramme für Vor- und Grundschule (14. Aufl., S. 199–208). Hogrefe.
Aufsätze in Zeitschriften und Sammelbänden mit Begutachtungssystem
Usanova, I., Schnoor, B., Bar-Kochva, I. & Schröter, H. (2024). Multiliteracy as human capital in first-generation adult immigrants in Germany. International Journal of Bilingual Education and Bilingualism. Vorab-Onlinepublikation. https://doi.org/10.1080/13670050.2024.2375445
Bar-Kochva, I., Vágvölgyi, R., Schrader, J. & Nuerk, H.-C. (2023). Oral language comprehension of young adults with low-level reading comprehension. Frontiers in Psychology, 14, Artikel 1176244. https://doi.org/10.3389/fpsyg.2023.1176244
Asadi, I. A., Kasperski, R. & Bar-Kochva, I. (2022). The relations of SES and literacy-related oral and written language skills after one year of reading instruction – evidence from novice readers of Arabic. Journal of Child Language. Vorab-Onlinepublikation. https://doi.org/10.1017/S0305000922000538
Bar-Kochva, I., Vágvölgyi, R., Dresler, T., Nagengast, B., Schröter, H., Schrader, J. & Nuerk, H.-C. (2021). Basic reading and reading-related language skills in adults with deficient reading comprehension who read a transparent orthography. Reading and Writing, 34, 2357–2379. https://doi.org/10.1007/s11145-021-10147-4
Bar-Kochva, I., Korinth, S. P. & Hasselhorn, M. (2020). Effects of a morpheme-based training procedure on the literacy skills of with a reading disability. Applied Psycholinguistics, 41(5), 1061–1082. https://doi.org/10.1017/S0142716420000120
Bar-Kochva, I., Vágvölgyi, R. & Bulajić. (2019). The abilities and deficits in reading and writing of low literate adults. International Yearbook of Adult Education, 42, 81–100. https://doi.org/10.3278/6004673w081
Schröter, H. & Bar-Kochva, I. (2019). Reading literacy. Reading competencies in Germany and underlying cognitive skills. Zeitschrift für Erziehungswissenschaft, 22(1), 17–49. https://doi.org/10.1007/s11618-018-00864-y
Bar-Kochva, I. & Nevo, E. (2019). The relations of early phonological awareness, rapid-naming and speed of processing with the development of spelling and reading: A longitudinal examination. Journal of Research in Reading, 42(1), 97–122. https://doi.org/10.1111/1467-9817.12242
Bar-Kochva, I. & Hasselhorn, M. (2017). The training of morphological decomposition in word processing and its effects on literacy skills. Frontiers in Psychology, 8, Artikel 1538. https://doi.org/10.3389/fpsyg.2017.01583
Bar-Kochva, I. (2016). An examination of an intervention program designed to enhance reading and spelling through the training of morphological decomposition in word recognition. Scientific Studies of Reading, 20(2), 163–172. https://doi.org/10.1080/10888438.2015.1108321
Bar-Kochva, I. & Amiel, M. (2016). The relations between reading and spelling: An examination of sub-types of reading-disability. Annals of Dyslexia, 66(2), 219–234. https://doi.org/10.1007/s11881-015-0117-8
Bar-Kochva, I., Breznitz, Z. & Gilor, O. (2016). An examination of the process of acquiring visual word representations in dyslexic children. Journal for Educational Research Online, 8(1), 7–25. https://doi.org/10.25656/01:12027
Bar-Kochva, I. & Hasselhorn, M. (2015). In search of methods enhancing fluency in reading: An examination of the relations between time constraints and processes of reading in readers of German. Journal of Experimental Child Psychology, 140, 140–157. https://doi.org/10.1016/j.jecp.2015.06.012
Nevo, E. & Bar-Kochva, I. (2015). The relations between early working memory abilities and later developing reading skills: A longitudinal study from kindergarten to fifth grade. Mind, Brain and Education, 9(3), 154–163. https://doi.org/10.1111/mbe.12084
Bar-Kochva, I. & Breznitz, Z. (2014). Reading scripts that differ in orthographic transparency: A within-subject-and-language investigation of underlying skills. Journal of Experimental Child Psychology, 121(5), 12–27. https://doi.org/10.1016/j.jecp.2013.07.011
Bar-Kochva, I. & Breznitz, Z. (2014). Reading proficiency and adaptability in orthographic processing: An examination of the effects of type of orthography read on brain activity in regular and dyslexic readers. PLoS ONE (Public Library of Science), 9(1), Artikel e86016. https://doi.org/10.1371/journal.pone.0086016
Bar-Kochva, I. (2013). What are the underlying skills of silent reading acquisition? A developmental study from kindergarten to the 2nd grade. Reading and Writing, 26, 1417–1436. https://doi.org/10.1007/s11145-012-9414-3
Bar-Kochva, I. & Breznitz, Z. (2012). Does the reading of different orthographies produce distinct brain activity patterns? An ERP study. PLoS ONE (Public Library of Science), 7(5), e36030. https://doi.org/10.1371/journal.pone.0036030
Bar-Kochva, I. (2011). Does processing a shallow and a deep orthography produce different brain activity patterns? An ERP study conducted in Hebrew. Developmental Neuropsychology, 36(7), 933–938. https://doi.org/10.1080/87565641.2011.606417
Herausgeberschaft Sammelwerke
Khateb, A. & Bar-Kochva, I. (Hrsg.). (2016). Reading fluency: Current insights from neuro-cognitive research and intervention studies. Springer International Publishing. https://doi.org/10.1007/978-3-319-30478-6
Herausgeberschaft Zeitschriften
Sarid, M., Lipka, O. & Bar-Kochva, I. (Hrsg.). [2022-2024]. Adults with learning difficulties in post-secondary education. Research Topic, Veröffentlicht in Frontiers in Psychology, Frontiers in Education. https://www.frontiersin.org/research-topics/32565/adults-with-learning-difficulties-in-post-secondary-education/overview
Webdokumente, Arbeits- und Diskussionspapiere, Conference Paper
Bar-Kochva, I., Herrmann, C. & Gerkens, L. (2022, 02. August). Comprehension of the oral language in adults with low reading skills. European Commission. https://epale.ec.europa.eu/en/blog/comprehension-oral-language-adults-low-reading-skills
Bar-Kochva, I. & Herrmann, C. (2021, 23. August). Die Komponenten des Lesens bei Deutsch lesenden Erwachsenen mit geringen Lese- und Schreibfähigkeiten. European Commission. https://epale.ec.europa.eu/de/blog/die-komponenten-des-lesens-bei-deutsch-lesenden-erwachsenen-mit-geringen-lese-und
Wissenschaftliche Kurzbeiträge in Portalen und Periodika (Auswahl)
Sarid, M., Lipka, O. & Bar-Kochva, I. (2024). Editorial: Adults with learning difficulties in post-secondary education. Frontiers in Psychology, 15, Artikel 1356615. https://doi.org/10.3389/fpsyg.2024.1356615
Bar-Kochva, I. & Bredthauer, S. (2023). Deutsch als Zweitsprache. In R. Arnold, E. Nuissl & J. Schrader (Hrsg.), Wörterbuch Erwachsenen- und Weiterbildung (3. Aufl., S. 89–90). Verlag Julius Klinkhardt. https://doi.org/10.35468/wbeb2022-057