Prof. Dr. Irit Bar-Kochva

Einzelbeiträge in Sammelwerken

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

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