Rachel Schiff

From Wikitia
Jump to navigation Jump to search
Rachel Schiff
Add a Photo
Born
Israel
NationalityIsraeli
CitizenshipIsrael
Scientific career
InstitutionsBar-Ilan University

Rachel Schiff is an Israeli education professor who founded and currently chairs the Learning disability|Learning Disabilities MA program at Bar-Ilan University.[1] Schiff also serves as the head of the Haddad Center for the study of Dyslexia and Learning Disabilities at Bar Ilan University.[2] She received her BA, MA and PhD in Special Education from Bar Ilan university. Schiff studies the literacy, Linguistics|linguistic and Cognitive skill|cognitive abilities of adults and children with learning disabilities in general, and dyslexia in particular. Her research provides a knowledge foundation for researchers, educators and practitioners to fully grasp the struggles and challenges of individuals with learning disabilities, and for developing focused intervention program to better the academic achievements of both Hebrew language|Hebrew and Arabic language learners.[3] Schiff has developed diagnosis batteries[4] and implemented various intervention programs for learning disabled throughout the country.[5] She also trains interns preparing to be learning disabilities professional.[6]

Academic career

Schiff has authored and coauthored over 80 publications in academic journals which have been presented in over 160 esteemed and prestigious national and international conferences in China, India, Hong Kong, Japan, the Netherlands, Spain, Portugal, Germany, Austria, France, Canada, UK, and the United States.[7] She takes a cross-cultural and developmental approach to literacy learning, having published articles on learning to read in Hebrew and Arabic.[8] She is interested in many constructs thought to be fundamental for reading acquisition, including Phonology|phonological sensitivity,[9] morphological awareness,[10][11][12] metalinguistic awareness,[13] semantics and Orthographic depth|orthographic transparency.[14] In addition, Schiff's research has considered the Statistical learning in language acquisition|statistical learning abilities of children and adults with dyslexia,[15] as well as typically developed individuals.[16] Using the Artificial Grammar Learning task (AGL), her research looks at factors that hinder and enhance the implicit learning abilities in the abovementioned populations, be it feedback,[17] input diversity,[18] distributed practice[19] or complexity.[20]

Schiff is a sought-after reviewer of articles submitted for publication in many prominent journals such as, Society for the Scientific Study of Reading|Scientific Studies of Reading, Language, Speech, and Hearing Services in Schools, Dyslexia, Journal of Learning Disabilities, Reading and writing, Annals of Dyslexia and many others. She has co-edited a number of special issues[21][22] and co-edited a handbook on Interventions in Learning Disabilities.[23] Schiff has founded and served as a chief editor for the Israeli Association for Literacy and Language[24] and a voting member for the Society for the Scientific Study of Reading.[25]

Grants and awards

Schiff's contributions to the study of dyslexia have been recognized with the Ford Foundation grant in 1994, The National Insurance Institute of Israel in 2004, the Israel Science Foundation in 2004, 2008, and 2012, the Israeli Ministry of Education in 2003, 2010, 2012, 2017, and 2018, and the Israel Innovation Authority in 2020.

Selected publications

  • Spelling and morphology in dyslexia: A developmental study across the school years[26]
  • The origin of the centrality deficit in individuals with attention-deficit/hyperactivity disorder[27]
  • Visual and auditory interference control of attention in developmental dyslexia[28]
  • Judging Hebrew adjective agreement across development conflicting morphological and syntactic cues[29]
  • Morpho-orthographic complexity in affix spelling in Hebrew: A novel psycholinguistic outlook across the school years[30]‏
  • Stimulus variation-based training enhances artificial grammar learning[31]
  • Artificial grammar learning is facilitated by distributed practice: Evidence from a letter reordering task[32]
  • Mind the gap: Semantic information constrains morphological knowledge in low SES[33]

References

  1. ↑ "Schiff Rachel | Faculty of Education". education.biu.ac.il. Retrieved 2021-12-02.
  2. ↑ "Schiff Rachel | Faculty of Education". education.biu.ac.il. Retrieved 2021-12-02.
  3. ↑ Schiff, Rachel; Schwartz-Nahshon, Sarit; Nagar, Revital (2011). "Effect of Phonological and Morphological Awareness on Reading Comprehension in Hebrew-Speaking Adolescents with Reading Disabilities". Annals of Dyslexia. 61 (1): 44–63. doi:10.1007/s11881-010-0046-5. ISSN 0736-9387.
  4. ↑ Schiff, R.; Kahta, S.; Katzir, T. (2006). Single-word reading test: Vowelized and unvowelized word reading. Ramat Gan: Haddad Center, Bar-Ilan University.
  5. ↑ Schiff, Rachel; Sasson, Ayelet; Nuri, Yoci; Ben-Artzi, Elisheva (2016), Schiff, Rachel; Joshi, R. Malatesha (eds.), "The Efficiency of Metacognitive and Metalinguistic Awareness in Word Spelling Among Hebrew Speaking Children with SLI: An Intervention Study", Interventions in Learning Disabilities: A Handbook on Systematic Training Programs for Individuals with Learning Disabilities, Literacy Studies, Cham: Springer International Publishing, pp. 67–89, doi:10.1007/978-3-319-31235-4_5, ISBN 978-3-319-31235-4, retrieved 2021-12-02
  6. ↑ "Learning Disabilities | Faculty of Education". education.biu.ac.il. Retrieved 2021-12-02.
  7. ↑ https://education.biu.ac.il/sites/education/files/shared/schiff_cv_full_professor_updated_nov_2015.pdf
  8. ↑ Schiff, Rachel; Saiegh-Haddad, Elinor (2018). "Development and Relationships Between Phonological Awareness, Morphological Awareness and Word Reading in Spoken and Standard Arabic". Frontiers in Psychology. 9: 356. doi:10.3389/fpsyg.2018.00356. ISSN 1664-1078.
  9. ↑ Saiegh-Haddad, Elinor; Shahbari-Kassem, Abeer; Schiff, Rachel (2020-02-12). "Phonological awareness in Arabic: the role of phonological distance, phonological-unit size, and SES". Reading and Writing. 33 (6): 1649–1674. doi:10.1007/s11145-020-10019-3. ISSN 0922-4777.
  10. ↑ Schiff, Rachel; Cohen, Miki; Marton, Reut; Sasson, Ayelet (2019-01-27). "Auditory Morphological Knowledge in Adults with Dyslexia: The Importance of Semantic Information". Scientific Studies of Reading. 23 (4): 317–333. doi:10.1080/10888438.2019.1568440. ISSN 1088-8438.
  11. ↑ Schiff, Rachel; Saiegh-Haddad, Elinor (2018-04-09). "Development and Relationships Between Phonological Awareness, Morphological Awareness and Word Reading in Spoken and Standard Arabic". Frontiers in Psychology. 9. doi:10.3389/fpsyg.2018.00356. ISSN 1664-1078.
  12. ↑ Schiff, Rachel; Cohen, Miki; Ben-Artzi, Elisheva; Sasson, Ayelet; Ravid, Dorit (2015-12-21). "Auditory Morphological Knowledge Among Children With Developmental Dyslexia". Scientific Studies of Reading. 20 (2): 140–154. doi:10.1080/10888438.2015.1094074. ISSN 1088-8438.
  13. ↑ Schiff, Rachel; Sasson, Ayelet; Nuri, Yoci; Ben-Artzi, Elisheva (2016), Schiff, Rachel; Joshi, R. Malatesha (eds.), "The Efficiency of Metacognitive and Metalinguistic Awareness in Word Spelling Among Hebrew Speaking Children with SLI: An Intervention Study", Interventions in Learning Disabilities: A Handbook on Systematic Training Programs for Individuals with Learning Disabilities, Literacy Studies, Cham: Springer International Publishing, pp. 67–89, doi:10.1007/978-3-319-31235-4_5, ISBN 978-3-319-31235-4, retrieved 2021-12-02
  14. ↑ Schiff, Rachel (2012-12-01). "Shallow and Deep Orthographies in Hebrew: The Role of Vowelization in Reading Development for Unvowelized Scripts". Journal of Psycholinguistic Research. 41 (6): 409–424. doi:10.1007/s10936-011-9198-7. ISSN 1573-6555.
  15. ↑ Kahta, Shani; Schiff, Rachel (2019-04-21). "Deficits in statistical leaning of auditory sequences among adults with dyslexia". Dyslexia. 25 (2): 142–157. doi:10.1002/dys.1618. ISSN 1076-9242.
  16. ↑ Schiff, Rachel; Katan, Pesia; Sasson, Ayelet; Kahta, Shani (2017-07-01). "Effect of chunk strength on the performance of children with developmental dyslexia on artificial grammar learning task may be related to complexity". Annals of Dyslexia. 67 (2): 180–199. doi:10.1007/s11881-017-0141-y. ISSN 1934-7243.
  17. ↑ Schiff, Rachel; Sasson, Ayelet; Star, Galit; Kahta, Shani (2017). "The role of feedback in implicit and explicit artificial grammar learning: a comparison between dyslexic and non-dyslexic adults". Annals of Dyslexia. 67 (3): 333–355. doi:10.1007/s11881-017-0147-5. ISSN 0736-9387.
  18. ↑ Schiff, Rachel; Sasson, Ayelet; Star, Galit; Kahta, Shani (2017). "The role of feedback in implicit and explicit artificial grammar learning: a comparison between dyslexic and non-dyslexic adults". Annals of Dyslexia. 67 (3): 333–355. doi:10.1007/s11881-017-0147-5. ISSN 1934-7243. PMID 29134484.
  19. ↑ Schiff, Rachel; Sasson, Ayelet; Green, Hadas; Kahta, Shani (2021-08-09). "Artificial grammar learning is facilitated by distributed practice: Evidence from a letter reordering task". Cognitive Processing. doi:10.1007/s10339-021-01048-z. ISSN 1612-4790.
  20. ↑ Schiff, Rachel; Katan, Pesia; Sasson, Ayelet; Kahta, Shani (2017-04-13). "Effect of chunk strength on the performance of children with developmental dyslexia on artificial grammar learning task may be related to complexity". Annals of Dyslexia. 67 (2): 180–199. doi:10.1007/s11881-017-0141-y. ISSN 0736-9387.
  21. ↑ Schiff, Rachel; Joshi, R. Malatesha (2017). "Introduction to Special Issue: Spelling and Morphology in Different Orthographies among Readers with and without Dyslexia". Dyslexia (Chichester, England). 23 (4): 319–323. doi:10.1002/dys.1573. ISSN 1099-0909. PMID 29154450.
  22. ↑ Schiff, Rachel; Joshi, R. Malatesha (2017). "Introduction to Special Issue: Spelling and Morphology in Different Orthographies among Readers with and without Dyslexia". Dyslexia. 23 (4): 319–323. doi:10.1002/dys.1573. ISSN 1076-9242.
  23. ↑ Schiff, Rachel; Joshi, R. Malatesha (2016-06-17). Interventions in Learning Disabilities: A Handbook on Systematic Training Programs for Individuals with Learning Disabilities. Springer. ISBN 978-3-319-31235-4.
  24. ↑ "English | האגודה הישראלית לאוריינות ושפה" (in עברית). Retrieved 2021-12-02.
  25. ↑ "Journal". Society for the Scientific Study of Reading. 2013-09-12. Retrieved 2021-12-02.
  26. ↑ Schiff, Rachel; Levie, Ronit (2017-01-25). "Spelling and Morphology in Dyslexia: A Developmental Study Across the School Years". Dyslexia. 23 (4): 324–344. doi:10.1002/dys.1549. ISSN 1076-9242.
  27. ↑ Yeari, Menahem; Vakil, Eli; Schifer, Lee; Schiff, Rachel (2018). "The origin of the centrality deficit in individuals with attention-deficit/hyperactivity disorder". Journal of Clinical and Experimental Neuropsychology. 41 (1): 69–86. doi:10.1080/13803395.2018.1501000. ISSN 1380-3395.
  28. ↑ Gabay, Yafit; Gabay, Shai; Schiff, Rachel; Henik, Avishai (2019-11-15). "Visual and Auditory Interference Control of Attention in Developmental Dyslexia". Journal of the International Neuropsychological Society. 26 (4): 407–417. doi:10.1017/s135561771900122x. ISSN 1355-6177.
  29. ↑ Ravid, Dorit; Schiff, Rachel (2021). "Judging Hebrew Adjective Agreement across Development: Syntactic and Morpho-Syntactic Awareness". Reading and Writing: An Interdisciplinary Journal. 34 (1): 1–25. doi:10.1007/s11145-020-10061-1. ISSN 0922-4777.
  30. ↑ Schiff, Rachel; Rosenstock, Shlomit; Ravid, Dorit (2020-05-26). "Morpho-Orthographic Complexity in Affix Spelling in Hebrew: A Novel Psycholinguistic Outlook Across the School Years". Frontiers in Psychology. 11. doi:10.3389/fpsyg.2020.00868. ISSN 1664-1078.
  31. ↑ Schiff, Rachel; Ashkenazi, Pesi; Kahta, Shani; Sasson, Ayelet (2021). "Stimulus variation-based training enhances artificial grammar learning". Acta Psychologica. 214: 103252. doi:10.1016/j.actpsy.2021.103252. ISSN 0001-6918.
  32. ↑ Schiff, Rachel; Sasson, Ayelet; Green, Hadas; Kahta, Shani (2021-08-09). "Artificial grammar learning is facilitated by distributed practice: Evidence from a letter reordering task". Cognitive Processing. doi:10.1007/s10339-021-01048-z. ISSN 1612-4790.
  33. ↑ Kahta, Shani; Kiassi-Lebel, Mali; Cohen, Miki; Sasson, Ayelet; Schiff, Rachel (2021-07-29). "Mind the gap: semantic information constrains morphological knowledge in low SES". Reading and Writing. doi:10.1007/s11145-021-10198-7. ISSN 1573-0905.

External links

Add External links

This article "Rachel Schiff" is from Wikipedia. The list of its authors can be seen in its historical. Articles taken from Draft Namespace on Wikipedia could be accessed on Wikipedia's Draft Namespace.

Retrieved from "https://wikitia.com/index.php?title=Rachel_Schiff&oldid=132105"