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מיכל שני, פרופ' מן המניין, מומחה (אמריטה)

מיכל שני​ראשת המסלול לתואר שני עם תזה בתוכנית 'לקויות למידה: הערכה והתערבות חינוכית'.
CV

תחומי מחקר

  • פרופילים של קוראים מתקשים – היבטים לשוניים, קוגניטיביים ורגשיים
  • תת קבוצות של דיסלקציה בקרב קוראי עברית וערבית
  • רומינציה (עיסוק יתר) בלקות קריאה

קורסים

  • סמינריון: פרופילים של קוראים מתקשים
  • סדנה לכתיבת הצעת מחקר

תחומי עיסוק אקדמיים נוספים

  • יו"ר הועדה לכתיבה ולהטמעה של התוכנית החדשה לרצף הוראת השפה והאוריינות מגן לכיתה ב
  • פיתוח מבחנים סטנדרטיים לאבחון לקויות למידה בעברית ובערבית

פרסומים ב-10 השנים האחרונות (פרסומים אחרים ראה קורות חיים)

  • Shany, M., Wiener, J., & #Feingold, L. (2011). Knowledge of and preoccupation with reading disability: A delicate balance. Journal of Learning Disabilities, 44, 80-93. IF (2011) = 1.772; R = 7/37 (Q1) in Education, Special
  • Shany, M., & Share, D. L. (2011). Subtypes of reading disability in a shallow orthography:  A double dissociation between accuracy-disabled and rate-disabled readers of Hebrew. Annals of Dyslexia, 61, (1), 64-84.  IF (2011) = 1.478; R = 9/37 (Q1) in Education, Special
  • Shany. M., Bar-On, A., & Katzir, T. (2011). Reading different orthographic structures in the shallow-pointed Hebrew script: A cross-grade study in elementary school. Reading and Writing, 25, (6)1-22.  IF (2011) = 1.444; R = 29/206 (Q1) in Education & Educational Research 
  • Shany, M., & Breznitz, Z. (2011). Rate- and accuracy-disabled subtype profiles among adult dyslexics in the Hebrew orthography: Behavioral and ERP measures. Developmental Neuropsychology, 36 (7), 1–25.  IF (2011) = 2.556; R = 21/84 (Q1) in Psychology, Experimental
  • Shany, M., Weiner, J., & #Asido, M. (2012). Friendship predictors of global self-worth and domain specific self-concepts in university students with LD.  Journal of Learning Disabilities, 46(5), 444–452. IF (2012) = 1.578; R = 8/36 (Q1) in Education, Special
  • Shengross, A., Riter, S & Shany, M. (2012). Reading the world" A second chance for learning to read: The effects of a literacy intervention program on reading skills and wellbeing. Journal of Intellectual Disability Research. 56; (7-8)716-716. 
  • Prior, A., #Goldina, A., Katzir, T., Shany, M., & Geva, E. (2014). Lexical inference in L2: Predictive roles of vocabulary knowledge and reading skill beyond reading comprehension. Reading and Writing, 27, 1467-1484.   IF (2014) = 1.634; R = 28/224 (Q1) in Education & Educational Research
  • Jabbour, M., Ibrahim, R. & Shany, M. (2015). The contribution of phonological awareness and naming speed to reading vowelized and unvowelized texts in Arabic. Journal of Advances in Linguistics, 5(2), 704-7012.  IF (2015) = 0.67
  • Ibrahim, R., #Mutlak-Dahud, R., & Shany, M. (corresponding author) (2015). How does diglossia in Arabic affect the development of morphological knowledge throughout elementary schools? Journal of Advances in Linguistics, 5(3), 735-750. IF (2015) = 0.67 
  • Kasperski, R., Shany, M., & Katzir, T. (2016). The role of RAN and reading     rate in predicting reading self-concept. Reading and Writing, 29(1), 117-136. IF (2015) = 1.308; R = 57/231 (Q1) in Education & Educational Research 
  • Blicher, S., Feingold, L. & Shany, M. (Corresponding author) (2017). The role of trait anxiety and preoccupation with reading disabilities of children and their others in predicting reading comprehension. Journal of Learning Disabilities, 50 (3) 309–321. IF 2016= 1.494; R 2016= Education Special: 13/38 (Q2); Rehabilitation: 25/70 (Q2
  • Asadi I., Khateb, A., & Shany, M. (2017). How Simple is Reading in Arabic? A cross-sectional investigation of reading comprehension from first to sixth grade.  Journal of Research in Reading. DOI: 10.1111/1467-9817.12093 IF (2015) = 0.917; R = 111/231 in Education & Educational Research, (Q2) 
  • Geve, E., #Galili, K., Katzir, T. & Shany, M. (corresponding author) (2017).  Learning novel words by ear or by eye? An advantage for lexical inferencing in listening versus reading narratives in fourth grade. Reading and Writing, 30, 1917–1944. IF 2016= 1.489; R 2016= Education & Educational Research: 69/235 (Q2); Psychology, Educational: 28/58 (Q2)
  • Kasperski, R., Shany, M., Erez-Hod, T. and Katzir, T. (2019). The short-and long-term effects of a computerized reading training program on reading self-concept in second and third grade readers. Research and Practice in Technology Enhanced Learning, 14(1), p.8.
  • Asadi, I.A. and Shany, M., (2019). Examining the double‐deficit hypothesis in vowelized–transparent Arabic in a national representative sample of Grades 3 and 4. Dyslexia, 24(3), pp.234-249.
  • Goldstein-Marcusohn, Y., Goldfarb, L., & Shany, M. (corresponding author) (2020). Global and Local Visual Processing in Rate/Accuracy Subtypes of Dyslexia. Frontiers in Psychology, 11, 828.
  • Shany, M., Asadi, I. & Share, D.L  (2022). Accuracy-disability versus rate-disability subtypes of dyslexia: A validation study in Arabic. Scientific Studies in Reading. DOI: 10.1080/10888438.2022.2106866

Chapters in Scientific Books (Refereed)

Published
  • Shany, M. & Ben-Dror, I. (2011). Performance characteristics of poor Hebrew readers: Comparison between children with rate deficits with and without accuracy deficits. In D. Aram & Korat, O. (Eds.). Literacy and Language: Interrelationships, bilingualism and difficulties. Tel Aviv: Magnes Publishers (pp. 409-428).  (In Hebrew)
  • Shany, M. & Geva, E. (2012). Cognitive, language, and literacy development in socio-culturally vulnerable school children – The case of Ethiopian Israeli children.  In M. Leikin., Y. Tobin, & M. Schwartz (Eds.). Israel as a Natural Laboratory of Multilingualism. (pp. 77-118). http://books.google.co.il/books?id=02qz2mjgdJQC&pg=PA134&lpg=PA134&dq=In+Leikin.+M  
  • Katzir, T., Markovich, V., Tesler, E., & Shany. M. (2018). Self-regulation and reading comprehension: self-perceptions, self-evaluations and effective strategies for intervention (pp. 240-262). In Meltzer, L. (Ed.), Executive Function in Education: From theory to practice. 2nd Edition. The Guilford Press.
  • Share, D. L., Shany, M., & Lipka, O. (Invited chapter, under review). Dyslexia in Hebrew. Chapter to be published in an edited volume by L. T. W. Verhoeven, C. A. Perfetti and K. Pugh (Eds.), Developmental dyslexia across languages and writing systems. Chapter 8. Cambridge University Press.

Standardized tests and test batteries for the Assessment and Diagnosis of Reading and Writing Disabilities

Tests in Hebrew
  • Shany, M., Lachman, D., Shalem, Z., Bahat, A., & Zeiger, T. (2003). “Ma’akav” – Current Mapping of Reading and Writing Based on National Israeli Norms. Tel Aviv: Yesod Publishing. (In Hebrew)
    http://www.mofet.macam.ac.il/mylibrary/books/Pages/068850.aspx
    "Ma’akav – Mipuy Adkani Shel Kriaa Vektiva” (In English: Current Mapping of Reading and Writing, an 80-page teacher guide). The test was developed for elementary school teachers. Its objective is to identify students between grades two and six who demonstrate difficulties with written language. The test includes a theoretical and practical guide, examination booklets for each grade, and sheets for collecting and summarizing data. The test is routinely used throughout the country by educators in elementary schools and educational assessors in junior high schools. The "Ma'akav" test was incorporated into two government programs, LEV and ELA, aimed at detecting and providing appropriate intervention for students with learning difficulties in primary and junior high schools respectively. In addition, numerous educators use the test to examine the achievements of their students before and after intervention programs.
  • Shany, M., Lachman, D., Shalem, Z., Bahat, A., & Zeiger, T. (2006). "Aleph-Taph" – A Test for the Diagnosis of Reading and Writing Disabilities, Based on National Israeli Norms. Tel Aviv: Yesod Publishing.
    http://www.yesod.co.il/Product.aspx?id=302
    "Aleph-Taph" (a 309- page manual). A diagnostic test, developed for professionals who deal with assessment and diagnosis of reading and writing disabilities. The test includes a manual, providing information regarding theoretical and practical issues and tables of standardized national norms for grades two through six. Thirty-two subtests are organized in a 183-pages folder, according to two central areas of functioning: reading/writing achievement and related cognitive mechanisms. Examination booklets and sheets for collecting and summarizing data are provided for each grade. "Aleph-Taph" is the main diagnostic test for reading disabilities in Israel, available to all professionals dealing with the assessment of learning disabilities. It has also been incorporated as a research tool. Data I collected from a population of over 1,600 students is presented in two studies, dealing with subtypes of dyslexia in fourth graders (see details in List of Publications, D10) and development of word reading in Hebrew (see details in List of Publications, D11). 

Tests in Arabic
NOTE: This is the first normative test developed anywhere in the world for the assessment of language disabilities in the Arabic language. 
Asadi, I, Shany, M., Ben-Simon, A., & Ibrahim, R. (2016). " لغة ُ القراءةِ" ("Lorat Elkeraa", The Language of Reading). A Test for the Diagnosis of Reading and Writing Disabilities in the Arabic language, Based on National Israeli Norms. Yesod Publishers, Tel Aviv. (In Arabic)
http://www.yesod.co.il/Product.aspx?id=1371
"Lorat Elkeraa" (a 170-page manual). A diagnostic test, the first test developed worldwide for professionals responsible for assessment and diagnosis of reading and writing disabilities in the Arabic language. The test includes a manual providing information regarding theoretical and practical issues and standardized national norms for grades one through six. Separate tests were developed for each two grade level (a 55-pages folder for each two grade level) to assess reading and writing achievement in relation to norms and to provide in-depth assessment of related cognitive and linguistic abilities. The test has a computerized scoring program. Data I collected from a population of over 1,200 students is presented in a study dealing with the development of comprehension (see details in List of Publications, D19) and in a study dealing with subtypes of dyslexia in Arabic (see details In Preparation, K6). 

 
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