Papers
Balhinez, R., & Shaul, S. (2019). The relationship between reading fluency and arithmetic fact fluency and their shared cognitive skills: A developmental perspective. Frontiers in Psychology, 10, 1281.
Bar, L. & Shaul, S. (2021) Early Numeracy and Literacy Skills Among Monolingual and Bilingual Kindergarten Children. Frontiers in Psychology. 12:732569.
Cohen-Mimran, R., Gott, D., Nevet, L., & Share, D. L. (2022). Preschool morphological awareness contributes to word reading at the very earliest stages of learning to read in a transparent orthography. Reading and Writing, 1-21.
Joubran-Awadie, N., & Shalhoub-Awwad, Y. (2023). Morphological distance between spoken Palestinian dialect and standard Arabic and its implications for reading acquisition. First Language, 01427237221145375.
Khoury-Metanis, A., & Khateb, A. (2022). Exploring the writing-reading connection among Arabic-speaking kindergarten children: the role of fine motor skills and orthographic knowledge. Reading and Writing, 1-23.
Mansour‑Adwan, J., Khateb, A., Shalhoub-Awwad, Y., & Cohen-Mimran, R. (2023). The different linguistic profiles in Arabic speaking kindergarteners and relation to emergent literacy. Reading and Writing, 1-27.
Mansour-Adwan, J., Shalhoub-Awwad, Y., Cohen-Mimran, R., & Khateb, A. (2023). Reading in kindergarten Arabic-speaking children with low linguistic skills: A longitudinal study. Applied Psycholinguistics, 1-27.