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Rachel Schiff

From EverybodyWiki Bios & Wiki


Rachel Schiff
Rachel Schiff Picture.jpg Rachel Schiff Picture.jpg
BornIsrael
💼 Occupation

Rachel Schiff is an Israeli education professor who founded and currently chairs the 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, linguistic and cognitive abilities of adults and children with learning disabilities in general, and dyslexia in particular. Her research aims to inform and develop focused intervention program to better the academic achievements of both Hebrew and Arabic language learners.[3] Schiff has developed diagnosis batteries[4] and implemented various intervention programs for learning disabled throughout the country.[5][6] She also trains interns preparing to be learning disabilities professional.[7][8] Schiff participates in governmental and professional committees on learning disabilities and learning disabilities curricula.[9][1]

Academic career

Schiff has authored and coauthored over 80 publications in academic journals which have been presented in over 160 national and international conferences in China, India, Hong Kong, Japan, the Netherlands, Spain, Portugal, Germany, Austria, France, Canada, UK, and the United States.[10] She takes a cross-cultural and developmental approach to literacy learning, having published articles on learning to read in Hebrew and Arabic.[11] She is interested in many constructs thought to be fundamental for reading acquisition, including phonological sensitivity,[12] morphological awareness,[13][14][15] metalinguistic awareness,[16] semantics and orthographic transparency.[17] In addition, Schiff's research has considered the statistical learning abilities of children and adults with dyslexia,[18] as well as typically developed individuals.[19] 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,[20] input diversity,[21] distributed practice[22] or complexity.[23] She has co-edited a number of special issues[24][25] and co-edited a handbook on Interventions in Learning disabilities.[26] Schiff has served as a chief editor for the Israeli Association for Literacy and Language,[27] an associate editor of Written Language and Literacy,[28] and a voting member for the Society for the Scientific Study of Reading.[29]

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,[30] 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[31]
  • The origin of the centrality deficit in individuals with attention-deficit/hyperactivity disorder[32]
  • Visual and auditory interference control of attention in developmental dyslexia[33]
  • Judging Hebrew adjective agreement across development conflicting morphological and syntactic cues[34]
  • Morpho-orthographic complexity in affix spelling in Hebrew: A novel psycholinguistic outlook across the school years[35]‏
  • Stimulus variation-based training enhances artificial grammar learning[36]
  • Artificial grammar learning is facilitated by distributed practice: Evidence from a letter reordering task[37]
  • Mind the gap: Semantic information constrains morphological knowledge in low SES[38]
  • Intervention program books:
    1. Schiff, R. & Har-Zvi, S. (1999). Think First Language Series: Spelling. (Student book and Teacher’s Guide) Even Yehuda, Israel: Reches Publishers [In Hebrew]
    2. Schiff, R., Har-Zvi, S., & Levi-Shimon, S. (2004). Think First Language Series: Phonemes (Student book and Teacher’s Guide). Holon, Israel: Reichgold Publishing [In Hebrew]
    3. Schiff, R., Har-Zvi, S., & Levi-Shimon, S. (2006). Think First Language Series: Morphemes.  (Student book and Teacher’s Guide). Holon, Israel: Reichgold Publishing [In Hebrew]
    4. Flemenbaum, D., Moran, A. & Schiff, R. (2007). Verbal Expression: Thinking first. Holon, Israel: Reichgold Publishing [In Hebrew]
    5. Schiff, R. & Peled, N. (2011). Thinking of Aleph: Language and cognitive development as preparation for the first grade. Ramat Gan, Israel: HaMa'ayan Lagan [In Hebrew]
    6. Schiff, R. & Har-Zvi, S. (2013). Think of spelling. (Student book and Teacher’s Guide) Even Yehuda: Reches Publishers [In Hebrew]
    7. Ravid, D., & Schiff, R. (2013). Homophonic root letter spelling among elementary school students with varying reading abilities. Research report submitted to the Ministry of Education. [In Hebrew]

External links

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. PMID 20927619. Unknown parameter |s2cid= ignored (help)
  4. ↑ Schiff, R.; Kahta, S.; Katzir, T. (2006). Single-word reading test: Vowelized and unvowelized word reading. Ramat Gan: Haddad Center, Bar-Ilan University. Search this book on
  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. ↑ "מחקרים בביצוע". edu.gov.il. Archived from the original on 2022-02-07. Retrieved 2022-02-07.
  7. ↑ "Learning Disabilities | Faculty of Education". education.biu.ac.il. Retrieved 2021-12-02.
  8. ↑ "הכשרת מומחים להוראה מתקנת ופיתוח כשרי למידה כיתות א -ו' היבטים התפתחותיים, שפתיים, קוגניטיביים והתנהגותיים". היחידה לפיתוח מקצועי, אונ' בר-אילן (in עברית). Retrieved 2022-02-07.
  9. ↑ "הסמכה למכללת סכנין להכשרת עובדי הוראה להעניק תואר שני (M.Ed.) ללא תזה בלקויות למידה: אבחון והתערבות חינוכית". המועצ (in עברית). Retrieved 2022-02-07.
  10. ↑ https://education.biu.ac.il/sites/education/files/shared/schiff_cv_full_professor_updated_nov_2015.pdf
  11. ↑ 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. PMC 5900036. PMID 29686633.
  12. ↑ 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. Unknown parameter |s2cid= ignored (help)
  13. ↑ 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. Unknown parameter |s2cid= ignored (help)
  14. ↑ 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: 356. doi:10.3389/fpsyg.2018.00356. ISSN 1664-1078. PMC 5900036. PMID 29686633.
  15. ↑ 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. Unknown parameter |s2cid= ignored (help)
  16. ↑ 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
  17. ↑ 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. PMID 22210537. Unknown parameter |s2cid= ignored (help)
  18. ↑ 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. PMID 31006948. Unknown parameter |s2cid= ignored (help)
  19. ↑ 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. PMID 28409401. Unknown parameter |s2cid= ignored (help)
  20. ↑ 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. PMID 29134484. Unknown parameter |s2cid= ignored (help)
  21. ↑ 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. Unknown parameter |s2cid= ignored (help)
  22. ↑ 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. PMID 34373971 Check |pmid= value (help). Unknown parameter |s2cid= ignored (help)
  23. ↑ 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. PMID 28409401. Unknown parameter |s2cid= ignored (help)
  24. ↑ 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.
  25. ↑ 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. PMID 29154450.
  26. ↑ 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. Search this book on
  27. ↑ "English | האגודה הישראלית לאוריינות ושפה" (in עברית). Retrieved 2021-12-02.
  28. ↑ "Written Language & Literacy". WL&L. Retrieved 2022-02-05.
  29. ↑ "Journal". Society for the Scientific Study of Reading. 2013-09-12. Retrieved 2021-12-02.
  30. ↑ "אחיה | הערכת הגירסה הממוחשבת של שיטת הקריאה המתקנת של אחיה" (in עברית). Retrieved 2022-02-07.
  31. ↑ 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. PMID 28124462.
  32. ↑ 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. PMID 30067471. Unknown parameter |s2cid= ignored (help)
  33. ↑ 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. PMID 32238215 Check |pmid= value (help). Unknown parameter |s2cid= ignored (help)
  34. ↑ 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. Unknown parameter |s2cid= ignored (help)
  35. ↑ 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: 868. doi:10.3389/fpsyg.2020.00868. ISSN 1664-1078. PMC 7264861 Check |pmc= value (help). PMID 32528348 Check |pmid= value (help).
  36. ↑ 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. PMID 33588255 Check |pmid= value (help). Unknown parameter |s2cid= ignored (help)
  37. ↑ 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. PMID 34373971 Check |pmid= value (help). Unknown parameter |s2cid= ignored (help)
  38. ↑ 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. Unknown parameter |s2cid= ignored (help)


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