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Schröter, H. & Bar-Kochva, I. (2019). Keyword: Reading literacy. Reading competencies in Germany and underlying cognitive skills. Zeitschrift für Erziehungswissenschaft, 22, 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, 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. 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, 163–172
Khateb, A. & Bar-Kochva, I. (Eds.) (2016). Reading fluency: Current insights from neuro-cognitive research and intervention studies. Cham: Springer.
Bar-Kochva, I. & Amiel, M. (2016). The relations between reading and spelling: an examination of sub-types of reading-disability. Annals of Dyslexia, 66, 219–234. https://doi.org/10.1007/s11881-015-0117-8
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 (Test und Trends, 14, S.199–208). Göttingen: Hogrefe.
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.
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, 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, 9 (1). https://doi.org/10.1371/journal.pone.0086016
Bar-Kochva, I. & Breznitz, Z. (2012). Does the reading of different orthographies produce distinct brain activity patterns? An ERP study. PLOS ONE, 7 (5). https://doi.org/10.1371/journal.pone.0036030
Bar-Kochva, I. (2012). What are the underlying skills of silent reading acquisition? A developmental study from kindergarten to the 2nd grade. Reading and Writing: An Interdisciplinary Journal, 26, 1417–1436. https://doi.org/10.1007/s11145-012-9414-3
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, 933–938. https://doi.org/10.1080/87565641.2011.606417