Short CV/Education and training

  • Since 2018
    Professor for language basic education and literacy skills in the Department of Educational- and Social Sciences at the University of Cologne, in cooperation with the German Institute for Adult Education (DIE)- Leibniz-Centre for Lifelong Learning, Bonn, Germany

  • 2015 – 2018
    Postdoctoral research as a Mercator Fellow (2015 – 2016) and as a Minerva Fellow (2016 – 2018) of the Max Plank Society. Research carried out at the DIPF- Leibnitz-Institute for Research and Information in Education, Frankfurt am Main, Germany.

  • 2013 – 2015
    Postdoctoral research as a Marie Curie Fellow (GO-IN Program) in the Department of Educational Psychology at the Goethe-University and at the Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt am Main, Germany. Host: Prof. Marcus Hasselhorn

  • 2013 – 2015
    Research fellow at The Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Israel

  • 2011 – 2012
    Postdoctoral research in the working group of Prof. Zvia Breznitz, The Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa

  • 2007 – 2011
    PhD at the Neurocognitive Research Laboratory, Department of Learning Disabilities, University of Haifa, Israel. Supervisor: Prof. Zvia Breznitz. Dissertation topic: “Processes of Reading the Two Forms of Hebrew Orthography at Different Stages of Reading Development: Behavioral and Electrophysiological Measures"

  • 2006 – 2008
    M.A. (summa cum laude) in Learning Disabilities, the Department of Learning Disabilities, University of Haifa

  • 2001 – 2004
    B.A. in Behavioral Sciences, majoring in Psychology, Department of Behavioral Sciences, Ben-Gurion University

Selected publications

  • Bar-Kochva, I., Korinth, S. P. & Hasselhorn, M. (2020). Effects of a morpheme-based training procedure on the literacy skills of readers with a reading disability. Applied Psycholinguistics. Retrieved from https://doi.org/10.1017/S0142716420000120

  • 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. & 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

  • 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

  • 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. (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



Complete list of publications

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