סגל המרצים בחוג לחינוך

סגל המרצים בחוג לחינוך


 
ד"ר ורד וקנין נוסבאום

ד"ר ורד וקנין נוסבאום

תחומי התמחות:

תפקיד המורפולוגיה והמודעות המורפולוגית ברכישת קריאה ובהבנת הנקרא בקרב תלמידי בית הספר היסודי ובקרב קוראים מיומנים. כמו כן, גורמים המשפיעים על תפיסת מילה ועומק אורתוגרפי. תפקיד הפונולוגיה בקריאה בקרב קוראים מיומנים ובקרב קוראים דיסלקטים.
 
 
טלפון: 04-9015174
 

תחומי מחקר:

תחום העניין הוא פסיכולוגיה של קריאה וקשיי הקריאה. השאלה שעומדת במרכז מחקרי היא, מהם התהליכים הפסיכולוגיים שעומדים בבסיס פיענוח המילה אצל קוראי העברית ומהם ההיבטים ההתפתחותיים של היבטים אלה. שאלה נוספת היא מהם הקשיים הכרוכים בפענוח מילים (שטף, ניחוש, מודעות פונולוגית ומודעות מורפולוגית) וכיצד תהליכים אלה משפיעים על הבנת הנקרא ועל הצלחה ברכישת קריאה וכן מהן הדרכים לאתר מתקשים ולסייע להם בתחום זה. תחום המחקר שלי הוא אופן ייצוג המילים בלקסיקון המנטלי של דוברי העברית, הגורמים המשפיעים על אופן ייצוג זה והאם יש הבדלים בסוגיה זו בין מתקשי קריאה לבין קוראים תקינים. רשימת קורסים בהנחייתה : מבוא ללמידה וקשיי למידה, מבוא לפסיכולוגיה של קריאה, רכישת קריאה,איתור מתקשי קריאה וכתיבה, שפה ומוח, סוגיות מחקר בקריאה , ניצני אוריינות.
 

CV Vered Vaknin-Nusbaum

  • Title of Master's Thesis:The processing of regular and irregular nouns among adults Hebrew readers Supervisor: Prof. Joseph Shimron
  • Title of Doctoral Thesis: Psychological aspects and mental representation of regular and irregular Hebrew words  Supervisor: Prof. Joseph Shimron
  • Additional Professional Experience (Public Positions)
Literacy Education Program at the city of Carmiel – Head
  • Scientific Areas of Specialization
Hebrew morphology, phonology and word perception.
Reading acquisition and comprehension.
 
  • Miscellaneous
During the past two years I am leading a voluntary community reading project in Carmiel, a city in Northern Israel. The goal of the project is to inform parents about ways and means that can help them to promote and encourage reading at home and to assist their children in becoming successful readers.
As the head of the Reading Disability program of studies at the Education Department in the Western Galilee College, I am also involved in a Literacy Project in the city of Akko. The goal of the project is to recruit our college students in a program aimed at assisting poor readers in second grade of Elementary Schools in the city of Akko to overcome their reading problems.
 
  • Academic Profile
My research focuses on word perception and comprehension in Hebrew. I am particularly interested in Hebrew word morphology as it related to linguistic activities such as inflections and the organization of the Hebrew mental lexicon. My central interest is how much of our linguistic activity is performed by automatic default procedures as opposed to associative mechanisms. One issue I investigated was whether the Hebrew mental lexicon contains every word, including inflections and derivations in one storage or, alternatively, it has one storage for word bases, another for affixes, and a set of combination rules used to compose inflections and derivations. The research question directly attacked was the automatic activation of morphological rules and its effect on linguistic procedures such as plural inflection. I choose to investigate this issue by manipulating the cognitive processes involved in Hebrew noun inflection.
I have also continued collaboration with Prof. Iris Berent (funded by NIMH) on issues concerning Hebrew morphology and phonology. In some of the studies we examined Hebrew word decomposition by investigating knowledge of restrictions on the Hebrew root - mainly, the reduplication of root radicals in Hebrew as defined by the Obligatory Contour Principle. Our attempt was to examine alternative interpretations to the OCP. The findings from several experimental studies have so far been consistent with the OCP.
 
For the past two years, I have investigated developmental aspects of morphological and syntactical knowledge in relation with written word perception and comprehension. The results of my initial study show different patterns of proficiency in morphological and syntactical knowledge, among elementary students and adults, indicating varying degrees of familiarity with written morphological complex words and the ability to use this knowledge in comprehension. Specifically, the results show that up to grade 4 the morphological knowledge in increasing with age and explains a larger variance of comprehension.      
 
This research project involves issues in the psycholinguistics and sociolinguistics of literacy, including: the relationship between the reading of spoken and literary languages and reading skill, the role of phonological and morphological awareness in word recognition, the place of meta-linguistic ability in lexical processing, and the social context of reading.
 
The study points out the need to develop screening tools for identifying native Hebrew and native Arabic children at risk in reading spoken and literary texts; and marking the transition from decoding to reading comprehension. We also need to consider long-range intervention plans and measures aiming at improving word knowledge among these populations.
 

Refereed Publications

Accepted For Publication

Liran, B., Miller, P. & Vaknin. Morphological Decomposition in Reading Hebrew Homographs. Submitted Vaknin, V., Sarid, M.& Shimron, J. Developmental Patterns of Two Types of ¬¬-Morphological awareness and their relation to word recognition and reading comprehension. Vaknin, V., Sarid, M., Rave, M. & Nevo, E. Morphological awareness and reading development.

Non-Refereed Publications

Vaknin, V., & Shimron, J. (2010). Morphological diagnostic test for 2nd grade children. Vaknin, V., & Shimron, J. (2010). Morphological diagnostic test for 4th grade children.Vaknin, V., & Shimron, J. (2008). Morphological diagnostic test for adults.

Papers Presented At Scientific Conferences

The Fourth Oranim Conference on Hebrew as a Living Language. Oranim College, Israel, 2001. The representation and processing of regular and irregular nouns in the mental lexicon of Hebrew speakers (In Hebrew).Language and Society in Israel at the Beginning of the Twenty-first Century. University of Haifa, Israel, 2001. The psychological status of regular and irregular nouns in the Hebrew Language (with Joseph Shimron) (In Hebrew).Research conference in memory of Dina Faitelson. University of Haifa, Israel, 2001. The processing of Hebrew nouns according to the augmented symbolic model (In Hebrew).The Society for Scientific Study of Reading. Boulder, Colorado, 2001. Morphological productivity and its limits: Evidence from Hebrew (with Joseph Shimron).The Society for Scientific Study of Reading. Boulder, Colorado, 2001. The Dual-route Theory of the Mental Lexicon: Evidence from Regular and Irregular Hebrew Plurals.Script, the Society for Literacy Research Theory and Practice. Shefayim, Israel, 2001. Is the Cognitive Process of irregular words different from the Cognitive Process of Regular words in the Hebrew language? (In Hebrew).Kindergarten Teachers and First grade Teacher Conference on reading acquisition. Gordon College, Israel, 2002. Reading Acquisition according to Research Findings (In Hebrew).Gordon’s College Researches Day Conference. Gordon College, Israel, 2002. Words Representation in the Mental Lexicon of Hebrew speakers (In Hebrew).The Society for Scientific Study of Reading. Chicago, 2002. The Effect of Prosodic Change on Inflection: Evidence from a Semitic Language.The Society for Scientific Study of Reading. Chicago, 2002. Access Units in Semantic Languages: Evidence from Hebrew (with Joseph Shimron).The Society for Scientific Study of Reading. Boulder, CO, 2003. The dynamics of reading instruction reform. (With Joseph Shimron). The Israeli Association for Literacy (SCRIPT). Zichron Yaakov, 2003. The phonological factor in Hebrew word inflection (In Hebrew). The Israeli Cognitive Psychology Society. Ben-Gurion University, Beer-Sheba, 2003. Dual route models in the psychology of language.The 13th European Conference on Reading. Tallinn, Estonia, 2003. Learning to read in Semitic languages. (With Joseph Shimron).Fourth International Conference on the Mental Lexicon Windsor, Ontario, Canada, 2004. Lexical representations in Hebrew: Roots or stems? (With Berent and Marcus).Linguistic Society of America 79th Annual Meeting. San Francisco, USA, 2005. Lexical representations in Hebrew: Roots or stems. (With Berent and Marcus).Society for the Scientific Study of Reading. Toronto, Canada, 2005. Psychological aspects of nouns` plural inflections in Hebrew. The Annual Conference on Learning Disabilities. Faculty of Education, Haifa University, Haifa, 2006. Morphological development and the Hebrew Mental Lexicon (In Hebrew).Gonda Multidisciplinary Center for Brain Research. Brain and Language conference. Bar-Ilan University, 2006. Psychological aspects of irregular nouns` plural inflections in Hebrew. (Poster).The Israeli Association for Literacy (SCRIPT). Tel-Aviv University, 2006. Morphological development and the Hebrew mental lexicon (In Hebrew). Society for the Scientific Study of Reading. Vancouver, Canada, 2006. The Relative Contribution of Phonological and Morphological Information for Word Recognition: Evidence from Hebrew. Fifth International Conference on the Mental Lexicon. Montreal, Canada, 2006. What we know about what we have never heard: Evidence from perceptual illusions (with Berent & Lennertz).The 47th Annual Meeting of the Psychonomic Society. Houston, Texas, 2006. What we know about what we have never heard (with Berent, Steriade, & Lennertz.). Society for the Scientific Study of Reading, Prague 12-14 July 2007. Processing allomorphs in reading plural inflections (with Shimron).Sixteenth Annual Conference of the Society for the Scientific Study of Reading, Boston, Massachusetts June 25-27, 2009. Interestingness: The importance of optimal resolution of the text (with Shimron). Annual Meeting of the Linguistic Society of America, Baltimore, January 2010. Phonological universals constrain the processing of non-speech stimuli (with Berent, Balaban and Lennertz).Annual Meeting of the Linguistic Society of America, Pittsburgh, January 2011. Phonological universals constrain the processing of non-speech stimuli (with Berent, Balaban and Lennertz).The Mental Lexicon conference, Montreal, Canada, October, 2012. Morphology is special: evidence from universal restrictions on reduplication. A paper presented at, (with Berent &, Bat-El).Annual Meeting of the Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Haifa University, April, 2013. Morphological Decomposition in Reading Hebrew Homographs (with Miller and Liran). Current Issues in Education. The George Washington University. Graduate School of Education , Washington, DC, May, 2013. Home Literacy, Reading Acquisition, and Comprehension. Annual meeting of AERA (American Educational Research Association. Philadelphia, Pennsylvania, April, 2014. Effective New Jersey and Israeli elementary teachers’ questioning techniques during mathematics and literacy lessons (with Kaplan, Mongillo, Feola, Neuman and Abbas).

Invited talks

Bar-Ilan University, Israel. English Department, 2003. Psychological aspects of noun plural inflections in Hebrew.Central Research Institute (CNR) of Italy in Rome, 2004. The nature of the Hebrew Mental Lexicon. Haifa University, Israel. Linguistic Department, 2008. Psychological aspects of noun plural inflections and the mental lexicon.Haifa University, Israel. Cognitive Science Forum, 2011. What we know about what we have never heard (Berent and Vaknin).Haifa University, Israel, Communication disorders Department, 2012. Morphological awareness and comprehension.
 
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