• Linking Cognition and Emotion in Reading Comprehension.
• Large-Scale Longitudinal Studies of Reading Development and Reading Breakdown.
• Teacher-Student Relationships Around Reading.
• Digital Reading and Text Display.
• Response to Intervention in Elementary School

Tami Katzir is a member of Dept. of Learning Disabilities at Haifa University. She received her PhD in Applied Child Development at Tufts University and was an Assistant Professor at the Harvard Graduate School of Education in the Mind, Brain and Education program. She also was a visiting professor of Neurology at the David Geffen School of Medicine at UCLA, as well as a scholar in residence at the Stephan Wise Academy School at Bel-Air.  She was the chair of the Dept of Learning Disabilities at Haifa University 2013-2016. 

Her research interest around the cognitive and biological basis of reading development and reading breakdown in diverse populations.  She has examined the role of fluency in reading in different orthographies as well as the relationship between linguistic and social-emotional processes in reading comprehension. Tami Katzi’r work was funded by the Spencer Foundation, The American Dept of Education, The Piper foundation, and the Israeli Science Foundation and the Israeli Dept of Education. She received in 2007 the Etti and Dusty Miller award of excellence for junior faculty. She is the author of over 50 publications and member of the editorial board of several leading academic journals such as applied psycholinguistics, Mind Brain and Education, and Annals of Dyslexia. She is a member of multiple committees on literacy in the Israeli Dept of Education.  In the past few years, together with her colleagues, she has developed an innovative intervention focusing on the foundational social, linguistic and cognitive skills which promote reading development in young children.    

1996  B.A     History and Psychology, Tel-Aviv University

2002  Ph.D.  Applied Child Development Concentration: Language and Literacy, Eliot Pearson Department of Child Development, Tufts University

• Dotan, S., Katzir, T., (in press). Mind The Gap: The Role Of Spacing Letters in Early Reading. Science Trends.
• Katzir, T., Kim, Y.S., & Dotan, S., (in press). Reading Self-concept and Reading Anxiety in second grade children: The roles of word reading, emergent literacy skills, working memory and gender. Frontiers in Psychology.
• Dotan, S., & Katzir, T. (2018). Mind the gap: Increased inter-letter spacing as a means of improving reading performance. Journal of experimental child psychology, 174, 13-28.‏
• Haddad, L., Weiss, Y., Katzir, T., & Bitan, T. (2018). Orthographic Transparency Enhances Morphological Segmentation in Children Reading Hebrew Words. Frontiers in psychology, 8, 2369.‏
• Shechter, A., Lipka O., & Katzir, T. (under revision). Predictive models of word reading fluency in Hebrew.
• Kasperski, R., Shany, M., Erez-Hod, T., & Katzir T. (under review). The Short- and Long-term Effects of a Computerized Reading Training Program on Reading Self-Concept in Young Readers.
• Dahan Golan, D., Barzillai, M., & Katzir, T. (pending minor revisions). ‏ Children’s Reading Preferences, Performance and Evaluations Across Mediums. Computers and Education.
• Halamish, V. & Katzir, T. How small is too small for reading? (under review, Frontiers in Psychology).
• Primor, L. & Katzir T. A review of reading integration (under review, Frontiers in Psychology)
• Rand-Koltin, T., & Katzir, T. (submitted for publication) The role of effort beliefs in the reading comprehension of high school students.
• Katzir, T., Markovich, V., Tesler, E., & Shany. M. (2018). Self-Regulation and Reading Comprehension: Self-Perceptions, Self-Evaluations, and Effective Strategies for Intervention. In Meltzer, L. (Ed.). (2018). Executive function in education: From theory to practice (pp. 240-262). Guilford Publications.