ד"ר איילת ששון

Chapters in books

1. Schiff, R., Sasson, A., Nuri, Y., & Ben-Artzi, E. (2016). The Efficiency of Metacognitive and Metalinguistic Awareness in Word Spelling Among Hebrew Speaking Children with SLI: An Intervention Study. In Interventions in Learning Disabilities (pp. 67-89). Springer.
2. Schiff, R., Kahta, S., & Sasson, A. (in press). Modality effects in the representation of root morpheme in the mental lexicon of Hebrew-speaking adults with dyslexia. A book chapter contributed in honor of Dorit Ravid on the Occasion of her Retirement. Springer‏

Journal articles

1. Sasson, A., Schiff, R., & Zluf, B. Syntactic knowledge in a foreign language: Examining cross-language transfer effects in L2 noun phrase comprehension. Reading and Writing
2. Schiff, R., Levy-Shimon, S., Va’anunu L, & Sasson, A. (2023). Same spelling, different meaning: An EF-based homograph reading intervention for struggling readers" Reading and Writing Quarterly.
3. Schiff, R., Kahta, S., & Sasson, A. (2022). Modality effects in the representation of root morpheme in the mental lexicon of Hebrew-speaking adults with dyslexia. In Ashkenazi, Bar-On, Brandes, Dattner, & Levie (Eds.) Developing language and literacy: Studies in honor of Dorit Diskin Ravid. Springer.
4. Schiff, R., Levy-Shimon, S., Sasson, A., Kimel, E., & Ravid, R. (2022). Multiple dimensions of affix spelling complexity: Analyzing the performance of children with dyslexia and typically developing controls. Reading and Writing.
5. Schiff, R., Cohen, H., Kahta, S., & Sasson, A. (2022). Can adults with dyslexia transfer statistical learning to a new context? Cognitive Processing.
6. Schiff, R., Grin, H, Kahta, S., Sasson, A. (2022). Artificial grammar learning is facilitated by distributed practice: Evidence from a letter reordering task, Cognitive Processing, 23,55–67.
7. Kahta, S., Kiassi-Lebel, M., Cohen, M, Sasson, A., & Schiff, R. (2021). Mind the Gap: Semantic Information Constrains Morphological Knowledge in Low SES, Reading and Writing: An Interdisciplinary Journal.
8. Ashkenazy, P., Kahta, S., Sasson, A., & Schiff, R. (2021). Stimulus variation-based training enhances artificial grammar learning. Acta Psychologica, 214, 103252.
9. Schiff, R., Cohen, M., Marton, R., & Sasson, A. (2019). Auditory morphological knowledge in adults with dyslexia: The importance of semantic information. Scientific Studies of Reading, 23(4), 317-333.
10. Schiff, R., Sasson, A., Star, G., & Kahta, S. (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.‏
11. Sasson, A. (2017). Understanding the Motivations: A qualitative analysis of Israelis holding a bachelor's degree who pursue an MBA abroad. Qualitative Research in Education, 6(2), 179-213.‏
12. Schiff, R., Katan, P., Sasson, A., & Kahta. S. (2017). 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.
13. Schiff, R., Sasson, A., Nuri, Y., & Ben-Artzi, E. (2016). The Efficiency of Metacognitive and Metalinguistic Awareness in Schiff, R and Joshi, M (Eds.) Word Spelling Among Hebrew Speaking Children with SLI: An Intervention Study. In Interventions in Learning Disabilities (pp. 67-89). Springer.
14. Katan, P., Kahta, S., Sasson, A., & Schiff, R., (2016). Performance of children with developmental dyslexia on high and low Topological Entropy artificial grammar learning task. Annals of Dyslexia, 67(2), 163-179.
15. Schiff, R., Cohen, M., Ben-Artzi, E., Sasson, A., & Ravid, D. (2016). Auditory morphological knowledge among children with developmental dyslexia. Scientific Studies of Reading, 20(2), 140-154.‏
16. Sasson, U., & Sasson, A. (2009). Religious education and community involvement among Jewish adolescents. Religious Education, 104(1), 51-63.‏

Conference Presentations

1. Sasson, A., Schiff, R., & Mor, D. Incidental and intentional vocabulary learning in a foreign language: A comparison between high- and low-ELLs. Thirty first annual conference of the Society for Scientific Study of Reading, Copenhagen, Denmark.
2. Joseph, G., Schiff, R., Kahta, S., & Sasson, A. Enhancing narrative writing ability by practicing mentalization skills. The Annual Meeting of Society for the Scientific Study of Reading, Queensland, Australia, July 2023.
3. Schiff, R., Sasson, A., Mor, D. Implicit and explicit vocabulary learning in a foreign language: A comparison between high- and low-proficiency ELLs. A poster presented at the Indisciplinary Advances in Statistical Learning conference, San Sebastian, Spain, June 2022.
4. Kimel, E., Schiff, R., Sasson, A., Levy-Shimon, S., & Ravid, R.  Five morpho-orthographic criteria in affix spelling: A comparison between readers with developmental dyslexia and typically developing readers, Egdal Conference, Bar Ilan University, May 2022.
5. Kiasi, M., Kahta, S., Schiff, R., Cohen, M., & Sasson, A. Semantic infleuences on implicit and explicit morphological knowledge: A comparison between readers from high and low socioeconomic backgrounds, Egdal Conference, Bar Ilan University, May 2022.
6. Sasson, A., & Schiff, R., Ashkenazy, P., Kahta, S. Diversity matters: Stimulus diversity based exposure increases artificial grammar learning. A Poster presented at The Annual Meeting of Society for the Scientific Study of Reading (Virtual Meeting), July 2021.
7. Kahta, S., Sasson, A., Cohen, M., Kiassi, M., & Schiff, R. Morphological knowledge in Low SES adolescents is hindered by semantic information. Annual Meeting of Society for the Scientific Study of Reading (Virtual Meeting), July 2021.
8. Schiff, R., Kahta, S., Sasson, A., & Grin, H. Distributed practice enhances artificial grammar learning. July 2021. The 14^th Summer Meeting of The Israel Association for Literacy and Language (Virtual Meeting).
9. Ashkenazy, P., Kahta, S., Sasson, A., & Schiff, R. Stimulus variation-based training enhances artificial grammar learning. A Poster presented at The 8th Israeli Conference on Cognition Research (Virtual Meeting), February 2021.
10. Kahta, S., Sasson, A., Cohen, M., Kiassi, M., & Schiff, R. Mind the Gap: Semantic Information Constrains Morphological Knowledge in Low SES. The 8th Israeli Conference on Cognition Research (Virtual Meeting), February 2021.
11. Schiff, R., & Sasson, A. High stimulus diversity seems to optimize artificial grammar learning and transfer abilities in adults. A Poster presented at the Interdisciplinary Advances in Statistical Learning Conference, San Sebastian, Spain. June 2019.
12. Sasson, A., Cohen, H., Kahta, S., & Schiff, R. Transfer abilities in artificial grammar learning: A comparison between dyslexic and non-dyslexic adults. A Poster presented at the Interdisciplinary Advances in Statistical Learning conference, San Sebastian, Spain. June 2019.
13. Sasson, A., & Schiff, R. The role of feedback in implicit statistical learning among adults with dyslexia. A Poster presented at the International meeting of the Society for the Scientific Studies of Reading, Brighton, United Kingdom, July 2018.
14. Sasson, A., & Schiff, R. The role of feedback in implicit statistical learning among adults with dyslexia. International meeting of the Psychonomic Society, Amsterdam, the Netherlands, May 2018.
15. Sasson, A., & Schiff, R. Feedback effects in Dyslexia. A Poster presented at the Interdisciplinary Advances in Statistical Learning Conference, Bilbao, Spain. June 2017.
16. Sasson, A., & Schiff, R. Statistical learning in Dyslexia. Workshop on Procedural and declarative memory, language acquisition, and cognitive processes: developmental trajectories and impairments in monolingual and bilingual children, Bar Ilan University, Israel, March 2017.
17. Sasson, A., & Schiff, R. Effect of chunk strength on the performance of children with developmental dyslexia on the artificial grammar-learning task. Fourth Conference on Cognition Research of the Israeli Society for Cognitive Psychology, Acre. Israel, February 2017.
18. Sasson, U., & Sasson, A. Does ADHD matter in youth volunteering? Voluntarism, attention deficit disorder and post-traumatic stress disorder. Voluntary Sector and Volunteering Research Conference, Nottingham. United Kingdom, September 2016.
19. Cohen, M., Schiff, R., Sasson, A., & Ravid, R. Auditory morphological knowledge among children with developmental dyslexia. A Poster presented at the Twenty-Third Annual Meeting of Society for the Scientific Study of Reading, Porto, Portugal, July 2016.
20. Schiff, R., Kahta, S., & Sasson, A. Performance of children with developmental dyslexia on high and low TE artificial grammar learning task.  A Poster presented at the Fifth Implicit Learning Seminar. Lancaster, United Kingdom, June 2016.
21. Sasson, A. English for study abroad purposes: The experiences of Israeli students applying for an American MBA program. UTELI Conference: Literacies, Skills and Competencies for the 21st Century: The Changing Needs of Language Learners. Tel Aviv, Israel. February 2011.
22. Sasson, A. Developing transnational identity: The cultural adjustment of Israeli MBA students in an American business school. Language, Identity, and Intercultural Communication Conference, Birkbeck College, University of London, United Kingdom, June 2011.
23. Sasson, A. The academic literacy of Israeli students in an American MBA program. The Israel Association for Literacy and Language, Kiryat Ono College, Israel, July 2011.
24. Hanauer, D., Sasson, A., Garvin, R., & Walker, H. Study Abroad: Israeli Students literacy experience in professional educational programs. College Composition and Communication Conference (CCCC), Chicago, IL, USA. March 2006.