Papers in Refereed Journals

Geva, E., Wooly, W.L., & Shany, M. (1993). The concurrent development of spelling and decoding in two different orthographies. Journal of Reading Behavior, 25(4), 383-405.

Geva, E., Shany, M., & Wooly, W.L. (1994). The concurrent development of spelling and decoding in two different orthographies. Helkat Lashon, 15(16), 29-55. (In Hebrew)

Shany, M., & Biemiller A. (1995). Assisted reading practice: Effects on performance for poor readers in grades 3 and 4. Reading Research Quarterly, 30(3), 382-395. (IF 2010- 1.833)

Geva, E., Woolley, W.L., & Shany, M. (1997). The development of reading efficiency in first and second language. Scientific Studies of Reading, 1(1), 119-144. (IF 2010- 1.973)

Shany, M., Zieger, T, & Ravid, D. (2001). The development and validation of assessment tools for basic reading and writing processes: Findings on the functioning of normal readers in different grades and applications for evaluation processes in readers with difficulties. Script: Literacy Research, Theory, and Practice, 2, 167-203. Israeli Association for Literacy in collaboration with Yesod Publishing. (In Hebrew)

Ben-Dror., I. & Shany, M. (2002). Assessing developmental dyslexia in the Hebrew language: Theoretical and practical aspects and a case study. Perspectiva, 23, 69-80. Orton Dyslexia Israel. (In Hebrew)

Shany, M., & Biemiller, A. (2009).  Individual differences in reading comprehension gains from assisted reading practice: Pre-existing conditions, vocabulary acquisition, and amounts of practice. Reading and Writing, 23, 1071-1083. (IF 2010- 1.297)

Shany, M., & Geva, E. & Melech, L. (2010). Emergent literacy in children of immigrants coming from a primarily oral culture. Written Language and Literacy, 13, 24-60. 

Shany, M., Wiener, J., & Feingold, L.  (2011). Knowledge of and preoccupation with reading disability: A delicate balance. Journal of Learning Disabilities, 44, 80-93. 

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. 

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, 1-22.  

Shany, M., & Breznitz, Z. (2011). Rate- and accuracy-disabled subtype profiles among adult dyslexics in the Hebrew orthography: Behavioral and ERP measures. Special Issue of Developmental Neuropsychology, 36 (7), 1–25. 

Shany, M., Weiner, J.  & Assido, 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.

Prior, A., Goldina, A., Katzir, T., Shany, M., & Geve, E. (2014). Lexical inference in L2: Predictive roles of vocabulary knowledge and reading skill beyond reading comprehension. Reading and Writing an Interdisciplinary Journal, 27(8), 1467-1484.

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), 704-713. 

Ibrahim, R., Mutlak-Dahud, M., & Shany, M. (2015). How does diglossia in Arabic affect the development of morphological knowledge throughout elementary schools? Journal of Advances in Linguistics, 5(3), 735-750. 

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.

Blicher, S., Feingold, L., & Shany, M. (2016). The role of trait anxiety and preoccupation with reading disabilities of children and their mothers in predicting reading comprehension. Journal of Learning Disabilities. [Epub ahead of print].

Asadi I., Khateb, A. & Shany, M. (in press). How Simple is Reading in Arabic? A cross-sectional investigation of reading comprehension from first to sixth grade.  Journal of Research in Reading.

Chapters in Books

Biemiller, A., Shany, M., Inglis, A., & Meichenbaum, D. (1998). Factors influencing children's acquisition and demonstration of self-regulation on academic tasks. In Schunk, D.H. & Zimmerman, B.J. (Eds.) Self-Regulated Learning. The Guilford Press, N.Y. (pp. 203-224).

Arnon, R., Shany, M., & Zieger, T. (1998). Metaphors of teaching – Implications for the counselors’ work. In Lazovsky, R. & Feldman, S. (Eds.) Space and Territory in Educational Counseling. Reches Publishers (pp. 261-286). (In Hebrew)

Shany, M. & Zieger, T. (2002). Development and initial validation of assessment tools for basic reading and writing processes: Developmental patterns and demonstration of applications for the process of evaluating students with reading and writing difficulties. In Fresco, B. & Kfir, D. (Eds.) Continuing Dialogue: Training for Teaching and Educational Endeavor. Tel Aviv: "MOFET" Institute Publishers (pp. 349-380). (In Hebrew)

Arnon, R., Shany, M., & Zieger, T. (2002). Teachers’ thoughts on their profession. In Fresco, B. & Kfir, D. (Eds.) Continuing Dialogue: Training for Teaching and Educational Endeavor. "MOFET" Institute Publishers (pp 54-77). (In Hebrew)

Shany, M. & Ben-Dror, I. (2011). Performance characteristics of poor Hebrew readers: Comparison between children with rate deficits with and without accuracy deficits. In Aram, D. & 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 Leikin, M., Tobin, Y. & Schwartz, M. (Eds.) Israel as a Natural Laboratory of Multilingualism. Springer New York (pp. 77-118). 

http://books.google.co.il/books?id=02qz2mjgdJQC&pg=PA134&lpg=PA134&dq=In+Leikin.+M

Share, D. L., Shany, M., & Lipka, O. (in press). Dyslexia in Hebrew. In Verhoeven, L. T. W., Perfetti, C. A. & Pugh, K. (Eds.) Developmental Dyslexia across languages and writing systems. 

Katzir, T., Markovich, V., Tesler, E., & Shany. M. (in press). Self-regulation and reading comprehension: Self-perceptions, self-evaluations and effective strategies for intervention. In Meltzer, L. (Ed.) Executive Function in Education: From Theory to Practice, 2nd Edition. Guilford Press.