The role of executive functions in Hebrew-speaking children: now enrolling!

We examine the role of executive functions in reading in children aged 8-12. The purpose of this study is to examine the involvement of executive functions in reading and reading improvement in 8-12-years-old children, with normal reading abilities and among children with difficulties. Watch the Educational Neuroimaging Center video: For additional information on fMRI:  

The Importance of Literacy in Young Children – Now Enrolling!

In the study, we examine the language development among toddlers aged 2-3.5-years-old and the brain synchronization between the mother and the child using EEG, while performing various activities around stories reading and listening.

Mindfulness training in preschoolers

Mindfulness is an attention training drawn from the Buddhist tradition and refers to a self-regulated attentional stance, oriented towards present-moment experiences that are characterized by curiosity, openness, and acceptance. Mindfulness was found to be a method reducing stress and improving quality of life, but can it also have positive effects on

The effect of dialogic reading in preschoolers

The purpose of this project was to examine the effect of an engaged reading on the neural circuits involved in the process, in comparison to the effect of screen exposure. To read more on the benefits of joint reading see: To read about the project's results: Twait, E., Farah, R., Shamir, N., & Horowitz‐Kraus,

Reading Intervention Project

With support from a grant awarded by the National Institute of Child Health and Human Development (R01 HD086011, PI: Horowitz-Kraus), the RLDC launches a study of an online reading intervention for dyslexia. Dr. Tzipi Horowitz-Kraus and colleagues at Cincinnati Children’s, Kennedy Krieger Institute, Washington University, and The Technion Institute of Technology in

Reading Training for Children with Dyslexia

The purpose of this project is to determine the effect of reading training on the neural circuits supporting executive functions in children with dyslexia. Results Summary: After 4 weeks of reading training, the fMRI BOLD signal have shifted from the left to the right hemisphere in children with dyslexia. For further reading see: Horowitz-Kraus,

Structural and Functional Connectivity related to Reading Impairments, in Children with Psychiatric Disorders

The purpose of the study is to characterize the structural and functional connectivity related to reading impairments, in children with psychiatric disorders. Results Summary: Our neuroimaging data demonstrates that children with developmental, neurological or psychiatric disorders show differential neurological impairment related to their reading difficulty. For further reading: Horowitz-Kraus, T. All roads lead to Rome? Distinct neural