Specialties, Past and Current Research Projects and Contributions to Science
My main research interests are in psycholinguistics and neuropsychology. Taking an interdisciplinary perspective, my work focuses on the cognitive and neurocognitive underpinnings of visual word perception, reading processes, speech perception and production. Specifically, the combination of three major levels: brain, cognition and behavior are a key element of my approach to the study of typical and atypical development of language abilities. In my first line of research I focus on bilingualism and "diglossia" in Arabic (the existence of two forms of Arabic Language-Spoken Arabic (SA) and Modern Standard Arabic (MSA) –are considered important works in the field (see, Ibrahim & Aharon-Peretz, 2005 (D-8); Ibrahim, 2006 (D-9); 2009 (D-17)). In my second line of research I focused on the neuropsychological perspective and studied the hemispheric specialization as it relates to language and reading. Specifically, I have been investigating the relationship between a language experience, such as reading a particular language with particular orthographic characteristics, and the genetic functional architecture of language processes in the cerebral hemispheres of the brain. In collaboration with Zohar Eviatar, I examined the effects of Arabic and Hebrew orthographies on hemispheric involvement in lateralized language tasks in native Arabic, Hebrew, and English speakers. We examined whether the Arabic orthography prevents the involvement of the right hemisphere (RH) in letter identification, compared to English and Hebrew (Eviatar & Ibrahim, 2004 (D-7); Eviatar, Ibrahim & Ganayim, 2004(D-6)). Recently, we explored the relationship between the morphological structure of a language and the performance asymmetries of native speakers on a lateralized lexical decision task in which the morphological structure of both words and nonwords was systematically manipulated (Eviatar & Ibrahim, 2007 (D-13); Ibrahim & Eviatar, 2009 (D-19); Ibrahim, 2009 (D-24)). It was shown that the RH cannot discriminate between letters or real and nonsense words in Arabic. Based on us, it was suggested that reading in Arabic is more challenging even among skilled native Arabic speakers due to the fact the Arabic script disallows the involvement of the right hemisphere (RH). These lines of research are unique especially since cognition and neuroscience are moving closer together in the last years.
Simultaneously, I became interested in the relationship between learned behaviors and genetic functional architecture in the area of speech perception and production (Leikin, Ibrahim, Eviatar & Sapir, 2009 (D-22)). I carried out with my colleagues' case studies of bilingual aphasic patients who showed differential performance patterns in 1st and 2nd languages (Eviatar, Leikin, & Ibrahim, 1999 (D-2); 2009 (D-17)). In related issues, we asked how do foreign languages processing affects measure of ego permeability (Ibrahim, Eviatar & Leikin, 2008 (D-16)).
In recent years I did collect together with Asaid Khateb and Haitham Taha (D-38) event-related potentials (ERPs) data during reading different types of Arabic orthographies (connected and unconnected) in order to understand the complexity of Arabic orthography and how this complexity of the script can affect reading text and comprehension performance (D-37). Also we aim to examine the lexical facet of the diglossic situation in Arabic.
In my clinical research I was involved in three projects. In the first project I have joined Evelin Shatil, Baruch Nevo and Salim Abu Rabia, and Zvia Breznitz to develop in Arabic a comprehensive battery of tests (see Diagnostic Batteries -ELUL (H-1)) to identify reading abilities and difficulties in a classroom setting. This test is the first nationally standardized classroom based screening test to be used throughout Israel from grades 1-11. In the second project, I joined Ibrahim Asadi, Michal Shany and Anat Ben-Semon on developing norms for a battery of individual diagnostic tests based on a comprehensive, multi-disciplinary approach. The battery called "Logat elkiraa" includes decoding, comprehension, fluency, and various verbal and non-verbal skills (see Logat Elk'eraa (H-2). In the third project I joined a team of clinical psychologists from Department of Psychology (Yochai Yeshel and Lily Rotsheld) to construct norms for the Arabic version of the Wechsler Intelligence Tests for Children (WISC-IVARB (H-3)). These Three batteries are the first nationally standardized tests for Arab children ever built in Israel.
An important research I conducted with Zohar Eviatar and researchers from the National Institute for Testing and Evaluation (Tzur Kerlitz and Anat Ben-Semon) was aimed to explore differences in reading rate of Hebrew and Arabic texts used in the Psychometric Entrance Test (PET). This research has implications for the validity and reliability of PET in Arabic and influence strongly rebuilding it (see (J-3)).
In the last seven years I have held major positions in the Learning Disabilities Department: (1) Head of the academic Master's program for Arab Students and (2) Head of the M.A committee. I am still active in the first program, preparing plans to cooperate with Ministry of Education in order to train Arab students to become professionals in learning disabilities for the Arab school system: to work in instruction, diagnosis, and individual treatment of learning disabilities in the Arab, Druze and Bedouin sectors.
Finally, my research in different fields made headlines in the media in Israel and around the world. Below I provide samples of the reports.
Our research achievements were recognized in the press in recent years. They were mentioned on CNN, the BBC, PRAVDA, Washington Post, Medical News Today, Science Daily and other international news outlets.
Washington Post, 2010
I also was interviewed on the radio programs Kol Israel and Zain-Palestine. The interviews can be found in the following links:
Articles of my research in various topics and issues like: the cognitive status of Spoken Arabic and Standard Arabic and the connection to learning disabilities, the validity and the reliability of the psychometric exam in Arabic language appeared in the following newspapers and electronic sites:
-See interview 2011
Medical News Today, 2010
Science Daily, 2009, 2010
Daily India, 2010
Thaindian News, 2010
Accented teachers may be better for English language learners: study, 2009-2010
What makes an accent in a foreign language lighter?, 2009-2010
Reading Arabic Isn’t Easy: reading acquisition in Arabic is much harder in comparison to English, new research suggests, 2009-2012
Hebrew, 2009-2012 http://edu.haifa.a....html
What is unique in the brain of an Arabic speaker? Literary Arabic is expressed in the brain of an Arabic speaker as a second language and not as a mother tongue, 2009-2011
Do Bilingual Persons Have Distinct Language Areas In The Brain?, 2009
Literary and Colloquial Arabic Languages and the Connection to Learning Disabilities, 2010-2011
The validity and reliability of the Psychometric Test in Arabic language, 2010-2011
Academic character of the year 2010
In the personal level, I was awarded Academic Character of the year (2010) from the Institution for Honoring the Year Character of Arab Society in Israel. The event was reported upon widely in the Arabic-Language press (See sample of the reports):
Brain's Involvement in Processing Depends On Language's Graphic Symbols, 2012
Essential tremor prevalence is low in the Druze population in Northern Israel
Orthographic connectivity in Arabic and brain activity
Typographical factors and reading comprehension inArabic
Bilingualism and cognitive flexibility
Memory in electronic enverioment
Neurocognitive assessment and practice
Individual assessment battery of reading and writing disorders in Arabic
Study Findings Indicate Need for Changes in the Arabic Language Psychometric Tests
Arabic orthography and automatic reading
Standardization of Arabic version of Wechsler Intelligence Tests for Children (WISC-IVARB)
Honorable Druze Award -2015
- Bentin, S., & Ibrahim, R. (1996). New evidence for phonological processing during visual word recognition: The case of Arabic. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 309-323. Impact Factor: 3.229
- Eviatar. Z., Leikin. M. & Ibrahim, R. (1999). Phonological processing of second language phonemes: A selective deficit in a bilingual aphasic. Language Learning, 49.1, 121-141. Impact Factor: 1.869
- Eviatar, Z. & Ibrahim, R. (2001). Bilingual is as bilingual does: Metalinguistic abilities of Arabic-speaking children. Applied Psycholinguistics, 21(4), 451-471. Impact Factor: 1.833
- Ibrahim, R.., Eviatar, Z., & Aharon Peretz, J. (2002). The characteristics of the Arabic orthography slow its cognitive processing. Neuropsycholgy, 16(3), 322-326. Impact Factor: 3.682
- Ibrahim, R. & Aharon-Peretz, J. (2002). Text processing and perceptual characteristics of Arabic orthography. Israeli Journal of Neurology, 9, 22-24. (Hebrew).
- Eviatar, Z., Ibrahim, R., & Ganayim, D. (2004). Orthography and the hemispheres: Visual and linguistic aspects of letter processing. Neuropsychology, 18(1), 174-184. Impact Factor: 3.682
- Eviatar, Z. & Ibrahim, R. (2004). Morphological and orthographic effects on hemispheric Processing of nonwords: A Cross-linguistic comparison. Reading and Writing,17, 691-705. Impact Factor: 1.308
- Ibrahim, R. & Aharon-Peretz, J. (2005). Is literary Arabic a second language for native Arab speakers?: Evidence from a semantic priming study. The Journal of Psycholinguistic Research, 34(1),51-70. Impact Factor: 1.02
- Ibrahim, R. (2006). Do languages with cognate relationships have advantages in second language acquisition. The Linguistics Journal, 1, (3), 66-96. H Index: 4
- Ibrahim, R. (2006). Morpho-Phonemic similarity within and between languages: A factor to be considered in processing Arabic and Hebrew. Reading and Writing, 19, (6), 563-586. Impact Factor: 1.308
- Ibrahim, R. & Aharon-Peretz, J. (2007). Phonemic and graphemic encoding in processing Arabic script. Israeli Journal of Neurology, 19, 25-27. (Hebrew).
- Ibrahim, R.. (2007). Does exposure to second spoken language facilitate word reading ability. The Linguistics Journal, 2, (1), 143-161. H Index: 4
- Eviatar. Z., & Ibrahim, R.. (2007). Morphological structure and hemispheric functioning: The contribution of the right hemisphere to reading in different languages. Neuropsychology, 21(4), 470-484. Impact Factor: 3.682
- Ibrahim, R., Eviatar. Z., & Aharon Peretz, J. (2007). Metalinguistic awareness and reading performance: A cross language comparison. The ournal of Psycholinguistic Research, 36(4), 297-317. Impact Factor: 1.02
15. Ibrahim, R. (2008). Does visual and auditory word identification have a language-selective input?: Evidence from word processing in Semiti languages. The Linguistics Journal, 3, (2), 82-102. H Index: 4
16. Ibrahim, R., Eviatar. Z. & Leikin, M. (2008). Speaking Hebrew with an accent: Empathic capacity or other non-personal factors. International Journal of Bilingualism. 12.3, 195-207. Impact Factor: 1.536
17. Ibrahim, R. (2009). Selective deficit of second language: A case of Arabic-Hebrew bilingual brain-damaged patient. Behavioral and Brain Functions. 5 (17).1-10. Impact Factor: 1.720
18. Ibrahim, R. (2008). Performance in L1 and L2 observed in Arabic-Hebrew bilingual aphasic following brain tumor: A case of double dissociation. Psychology Research and Behavior Management. 11, 11-19. Impact Factor: 3.2
19. Ibrahim, R. & Eviatar. Z. (2009). Language status and hemispheric involvement in reading: Evidence from trilingual Arabic speakers tested in Arabic, Hebrew, and English. Neuropsychology, 23(2), 240-254. Impact Factor: 3.682
20. Ibrahim, R. (2009). The cognitive basis of diglossia in Arabic: Evidence from a repetition priming study within and between languages. Psychology Research and Behavior Management. 12, 95-105. Impact Factor: 3.23
21. Ibrahim, R. (2009). Psycholinguistic Challenges in Processing Arabic Language. International Journal of Psychology Research. 4, 3(4), 361-389. Impact Factor:
22. Leikin. M., Ibrahim, R., Eviatar. Z., & Sapir. S. (2009). Listening with an accent: Speech perception in a second language by late bilinguals. The Journal of Psycholinguistic Research. 38, 447–457. Impact Factor:1.02
23. Ibrahim, R. (2009). Neurocognitive aspects of processing Arabic and Hebrew. Brain Research Journal. 2 (4), 261-280. Impact Factor: 2.843
24. Ibrahim, R. (2009). How do bilinguals handle interhemispheric integration? Evidence from a cross-language study. Journal of Integrative Neuroscience, 8(4), 503-523. Impact Factor: 1.294
25. Ibrahim, R. (2009). The relationship between phonological awareness and reading in Arabic. Psychologia (Hebrew). January, 1-19.
26. Ibrahim, R. (2010). Diglossia and bilingualism in the context of Arabic language: Evidence from cognitive study. Megamot, 46(4), 598-625. (Hebrew).
27. Ibrahim, R., Israeli. N. & Eviatar. Z. (2010). Hemispheric involvement in reading: The effects of language experience. Journal of Neurolinguistics, 23 (4), 427–442. Impact Factor: 1.296
28. Ibrahim, R. (2011). Interaction between language and modality in Hebrew and Arabic word recognition: Evidence from languages similar in origin. Journal of Hebrew Linguistics. 65, 7–22.
29. Ibrahim, R. (2011). How does dissociation between written and oral forms affect reading: An investigation of auxiliary verbs in Arabic? Journal of Research in Reading, 34 (2), 247–262. Impact Factor: 0.917
30. Ibrahim, R. (2011). Literacy problems in Arabic: Sensitivity to diglossia in tasks involved working memory. Journal of Neurolinguistics, 24, 571–582. Impact Factor: 1.296
31. Ibrahim, R. (2011). Dyscalculia in native Arabic speakers: The influence of Arabic language characteristics on numerical calculation. Psychologia (Hebrew). 1-6
32. Abdelhadi, S., Ibrahim, R. & Eviatar. Z. (2011). Perceptual load in the reading of Arabic: Effects of orthographic visual complexity on detection. Writing Systems Research. 3(2), 117—127. H Index: 7
33. Leikin, M., Ibrahim, R., & Aharon-Peretz, J. (2012). Sentence comprehension following moderate closed head injury in adults. Journal of Integrative Neuroscience. 11(3), 1-8. Impact Factor: 1.146
34. Aharon-Pertz, J., Badarny, S., Ibrahim, R., Gershoni-Baruch, R. &. Hassoun, J. (2012). Essential tremor prevalence is low in Druze population in northern Israel. Tremor and Other Hyperkinetic Movements. 2, 1-6. Published by: Colombia University Libraries.
35. Ibrahim, R, & Eviatar. Z. (2012). The contribution of the two hemispheres to lexical decision in different languages. Behavioral and Brain Functions. 5 (17).1-10. Impact Factor: 1.720
*36. Taha, H., Ibrahim, R., & Khateb, A. (2013). How does Arabic orthographic connectivity modulate brain activity during visual word recognition: an ERP study. Brain Topography. 26, 292-302. Impact Factor: 3.727
*37. Ganayim, D., & Ibrahim, R. (2013). How do typographical factors affect reading text and comprehension performance in Arabic? Human Factors, 55(2), 323 – 332. Impact Factor: 1.370
*38. Ibrahim, R., Khateb, A, & Taha, H. (2013). How does type of orthography affect reading in Arabic and Hebrew as first and second languages? Open Journal of Modern Linguistics.3(1), 40-46. Impact Factor: 0.62
*39. Ibrahim, R. (2013). Reading in Arabic: New evidence for the role of vowel signs. Creative Education, 4, 248-253. Impact Factor: 0.91
*40. Ibrahim, R., Schwartz, M., Kahn-Horwitz, J, & Leikin, M. (2013). Bi-cultural aspects of second language learning in the bilingual context. The Asian EFL Journal, 15(4), 64-88. Impact Factor: 0.52
*41. Ibrahim, R. (2013). Beginning readers in Arabic and the distance between literary and spoken Arabic. Creative Education. 4(5), 307-314. Impact Factor: 0.91
*42. Ibrahim, R., Shoshani, R., Prior. A. & Share. D. (2013). Bilingualism and Measures of Spontaneous and Reactive Cognitive Flexibility. Psychology: Advances on cognitive psychology, 4, 7A, 1-10. Impact Factor: 1.15
*43. Leikin, M., Eghbaria, H, & Ibrahim, R. (2014). The influence of diglossia in Arabic on narrative ability: Evidence from analysis of the linguistic and narrative structure of discourse among pre-school children. Reading and Writing. 27(4), 733-747. Impact Factor: 1.308
*44. Ibrahim, R., Abu Dabous, A., Taha, Y. &. Khateb, A. (2013). Electronic reading and writing in spoken and written Arabic: A case study. Theory and Practice in Language Studies. 3 (9), 1497-1508. Impact Factor: H Index: 4
*45. Dai-Asaad, J., Share. D.L. & Ibrahim, R., (2013). The influence of orthographic structure on printed word learning in Arabic. Writing Systems Research. 5(2), 189-213. Impact Factor: H Index: 7
*46. Khateb, A, Taha, H, Ilias, E. & Ibrahim, R. (2013). The effect of the internal connectedness of written Arabic words on the process of the visual recognition: A comparison between skilled and dyslexic readers. Writing Systems Research. 5(2), 214-233. Impact Factor: H Index:
*47. Taha, H., Ibrahim, R., &. Khateb, A. (2014). Exploring the phenotype of developmental phonological dyslexia: evidence from error analysis paradigm. Reading Psychology. 35(7), 683-701. Impact Factor: 1.38
*48. Kahn-Horwitz, J, Kuash, S., Ibrahim, R., & Schwartz, M. (2014). How do previously acquired languages affect acquisition of English as forign language: The case of Circassian. Written Language and Literacy. 17(1), 40-61. H Index: 7
*49. Ganayim, D., & Ibrahim, R. (2014). Number processing in Arabic and Hebrew bilinguals: Evidence supporting the distance effect. Japanease Journal of Psychology, 56 (2), 153–167. Impact Factor: 0.71
*50. Khateb, A, Khateb--Abdelgani, M, Taha, H. & Ibrahim, R. (2014). The impact of orthographic connectivity on visual word recognition in Arabic: A cross-sectional study. Reading and Writing. 27 (8), 1416–1436. Impact Factor: 1.308
*51. Abu-leil A. K., Share. D., & Ibrahim, R. (2014). How does speed and accuracy in reading related to reading comprehension Arabic. Psicológica, 35, 251-276. Impact Factor: 0.456
*52. Dalashe. R., Ibrahim, R., & Karni. A. (2014). Longitudinal data on the relations of morphological and phonological training to reading acquisition in first grade: The case of Arabic language. Psychology, 5, 918-940. Impact Factor: 1.15
*53. Asadi, I. & Ibrahim, R. (2014). The Influence of Diglossia on Different Types of Phonological Abilities in Arabic. Journal of Education and Learning. 3 (3), 45-55. Impact Factor: H Index: 5
*54. Ibrahim, R., Shibel. S., & Lazarovich, R. (2014). The complex nature of text reading difficulties: The case of bilingual children. Psychology. Dyslexia. 5 (16), 1911-1921. Impact Factor: 1.15
*55. Makhoul, B, & Ibrahim, R. (2014). Could an interactive-balanced environment for reading acquisition overcome the triad risk factors: low socioeconomic status, low literacy skills and language properties? Psychology. 5, 2200-2217. Impact Factor: 1.15
*56. Miller. P. Joubran-Awadie, N., & Ibrahim, R. (2014). Cultural bias and the retention and organization of verbal information: A developmental perspective. Journal of Advances in Linguistics. 5(2), 566-581. Impact Factor: 1.213
*57. Saady, A., Ibrahim, R., & Eviatar, Z. (2015). Language-specific and Language-general Factors in Text Reading in Arabic: Evidence from the Missing Letter Effect. Psicológica. 36(1), 121-140. Impact Factor: 0.456
*58. Ganayim, D., & Ibrahim, R. (2015). Number processing in Arabic and Hebrew bilinguals: Evidence for the compatibility effect. Journal of cross cultural psychology. 46(3), 565–578. Impact Factor: 1.795
*59. Ibrahim, R. (2015). How does Rapid Automatized Naming (RAN) correlate with measures of reading fluency in Arabic. Psychology. 6 (1), 269-277. Impact Factor: 1.15
*60. Makhoul, B., Olshtain, E., & Ibrahim, R. (2015). Promoting Comprehension Skills Among At-Risk First Graders: The Role of Motivation in one-to-one tutoring environment. Psychology. 6(4), 375-386. Impact Factor: 1.15
*61. Makhoul, B., Olshtain, E., & Ibrahim, R. (2015). Fostering Phonological Awareness in a Computerized-Tutored Environment for Ar-abic Speaking First Graders At-Linguistic. Open Journal of Modern Linguistics. 5(2), 120-134. Impact Factor: 0.62
*62. Schwartz, M., Kahn-Horwitz, J., & Ibrahim, R. (2016). Multi-literate experience as a treasure chest for young learners of English as a Foreign Language. Reading and Writing. 29(7), 1293-1315. Impact Factor: 1.308
*63. Asadi. I., Khateb, A., & Ibrahim, R. (2017). What contributes to spelling in Arabic? A cross-sectional study from first to sixth grade. Writing Systems Research. 9(1), 60-81. H Index: 7
*64. Asadi. I., Khateb, A, Taha, H., & Ibrahim, R. (2017). How do different cognitive and linguistic variables contribute to reading in Arabic? A cross-sectional study from first to sixth grade. Reading and Writing. 30(9), 1835-1867.
*65. Eviatar, Z., Ibrahim, R., Kirletz, T., & Ben-Semon, A. (2018). Speed of Reading Texts in Arabic and Hebrew. Reading and Writing.
*66. Asadi. I., & Ibrahim, R. (2018). "Simple View of Reading" in transparent and deep versions of the Arabic script. Reading Psychology.
E. Peer Reviewed Articles or Chapters in Scientific Books
(which are not Conference Proceedings)
1. Ibrahim, R. (2010). Vowels in Semitic alphabet languages. (Chapter 7). In Earl F. Caldwell, Bilinguals: Cognition, Education and Language Processing. Nova Science Publishers Inc. pp.147-166.
2. Eviatar. Z., & Ibrahim, R. (2011). Multilingualism among Israeli Arabs, and the neuropsychology of reading in different languages. (Chapter 3). In Leikin. M., Tobin. Y., & Schwartz. M. (Eds.), Current Isuues in bilingualism: Cognitive and Socio-linguistic Perspective. Springer-Dordrecht Heidlberg London New York. pp. 57-74.
3. Ibrahim, R. (2011). Language and cognitive impairments associated with encephalitis. In Daisuke Hayasaka (Ed.), Pathogenesis of Encephalitis. InTech. Janeza Trdine, Rijeka, Croatia, pp. 61-68.
4. Ibrahim, R. (2012). The unique contribution of working memory to reading acquisition in Arabic. (Chapter 6). In Kalivas G. & Petralia. S. F. Short-Term Memory: New Research. Nova Science Publishers Inc- New York. pp. 189-199.
5. Ibrahim, R. (2012). Affective and perceptual aspects in processing foreign spoken languages (Chapter 3). In Long T. P. & Eifert L. R. Speech Processing and Auditory Processing Disorders: Causes, Diagnosis and Treatment, Nova Science Publishers Inc. pp. 59-70.
*6. Eviatar. Z. & Ibrahim, R. Why is it hard to read Arabic? (2014). In Saieg-Haddad. E. & Joshi. M. (Eds.), "Handbook of Arabic Literacy" – Springer -Dordrecht Heidlberg London New York. 9, 77-96.
*7. Abu-Ahamad, H., Ibrahim, R., & Share. D.L. (2014). Cognitive Predictors of Early Reading Ability in Arabic: A Longitudinal Study from Kindergarten to Grade 2 In Saieg-Haddad. E. & Joshi. M. (Eds.), "Handbook of Arabic Literacy" – Springer -Dordrecht Heidlberg London New York. 9, 171-194.
H. Other Scientific Publications (Articles, Diagnostic tests and Book Reviews)
- Ibrahim, R. (2008). Issues in reading acquisition skills in Arabic. Psychoactualia (Hebrew), April, 10
- 2. Ibrahim, R. (2011). Hemispheric involvement in reading Arabic. Psychoactualia (Hebrew) July, 38-44
*3. Asadi, I., Ibrahim, R., Ben Simon, A. & Shany. M. (2014). Individual assessment battery of reading and writing disorders in Arabic. Psychologia (Hebrew).1-6.
*4. Ibrahim, R. (2015). Arabic orthography and automatic reading in skilled readers. Psychologia (Hebrew).1-3.
*5. Makhoul, B., Olshtain, E., & Ibrahim, R. (2015). Let's Read Together": A Balanced Computer Assisted Intervention Program and Its Effect on Comprehension amongst at Linguistic Risk Arab First Graders. Journal of Advances in Linguistics. 5(2), 626-645. Impact Factor: 1.2
*6. Jabbour, M., Ibrahim, R., & Shany. M. (2015). The contribution of naming speed and phonological awareness to reading pointed words and texts in the Arabic language. Journal of Advances in Linguistics. 5(2), 703-713.
*7. Mutlak-Abu Dahud, R., Ibrahim, R., & Shany, M. (2015). How does Diglossia in Arabic affect the development of morphological knowledge throughout elementary schools? Journal of Advances in Linguistic. 5(3), 736-750. Impact Factor: 1.213
*8. Ibrahim, R., & Badarny, S. (2015). Effect of empathic tones on spelling ability among native Arab children. Journal of Advances in Linguistics. 6(1), 823-828. Impact Factor: 1.213
Diagnostic Batteries- Published
- Breznitz. Z, Shatil, E., Nevo. B., Abu Rabia. S., & Ibrahim, R. (2008). ELUL test. A standardized diagnostic test for learning disabilities in Arabic. Haifa: Haifa university publication. 240 pages. http://www.add-syndrome.co.il/ (Press-Diagnostics).
*2. Asadi, I, Shany. M, Ben-Semon. A., & Ibrahim, R (2014). "Logat Elkeraa"-Individual Diagnostic Tests in the Assessment of Learning Disabilities in Arabic: Tests and Manual. http://www.yesod.co.il/Product.aspx?id=1371#prettyPhoto
*3. Hakeam, S., Ibrahim, R., Yeshel, Y., Rotsheld, L., & Bernstein, D., (2015) Arabic Version of Wechsler Intelligence Tests for Children (WISC-IVARB). http://www.psychtech.co.il/wisc-ivarb.aspx
I. Other Publications
1. Ibrahim, R. (2009). In which region of the brain we speak. Al-Amama, 93, 34. (Arabic)
2. Ibrahim, R. (2010). Learning disabilities and Arabic language. Al-Amama, 97, 31-33. (Arabic)
3. Ibrahim, R. (2010). Israeli-Arab affair. National Geographic, 147, 34 (Hebrew)
4. Ibrahim, R. (2010). New study: Arabic is hard for the brain. Al-Amama, 100, 34-35 (Arabic)
5. Ibrahim, R. (2012). Brain's Involvement in Processing Depends On Language's Graphic Symbols. Galileo: Science and Philosophy Magazine (Hebrew).
6. Ibrahim, R. & Eviatar. Z., (2012). When the brain learns a new language. The Jerusalem Post Ivrit, 23, 21(Hebrew)
*7. Ibrahim, R. (2013). Bilingual people exhibit greater cognitive flexibility. Al-Amama, 116, 30. (Arabic)
*8. Ibrahim, R. (2014). Memory and forgetfulness in electronic environment. Al-Amama, 119, 36-38. (Arabic)
J. Other Works Connected with my Scholarly Field
- Aiub, N., Bader, H., Azam, F., Alman, A., Mansour, F., Fares, M., Alayan, M., Abu Shahin, A., Ibrahim, R., Khateeb, J., Salalha, M., Ali, A., & Bader, H. (2008). Druze heritage: curriculum for Druze education from kindergarden to 12th grade, Ministry of Education, Jerusalem, Israel. 52 pages
2. Ibrahim, R. (2012). Representation and processing first language for speakers of Arabic: Evidence from cognitive research. In Darmon, A. & Pollak, I. (Editors). (2012). Reading the Reading Brain: Linguistics, Brain and Education Research on Reading, in General and on Reading Arabic, in Particular. Jerusalem: The Israel Academy of Sciences and Humanities. pp. 33-39.
*3. Karelitz, T., Ben-Simon, A., Ibrahim, R., & Eviatar, Z. (2014). Differences between Arabic and Hebrew Native Speakers in Reading Fluency. National Institute for Testing & Evaluation-NITE Research Report. 408, 1-49. https://www.nite.org.il/files/reports/408.pdf
K. Submitted Publications (to Refereed Journals)
*1. Maroun, L., Ibrahim, R. & Eviatar. Z. Dyslexia in Arabic: Universal and Specific Characteristics. Dyslexia
*2. Khatteb Abu-Leil, A., Eviatar, Z., & Ibrahim, R. Literacy in multiple Arabics: Effects of diglossia and orthography. Applied Psycholinguistics
*3. Maroun, L., Ibrahim, R. & Eviatar. Z. Visual and Orthographic Processing in Arabic word recognition among dyslexic and typical readers.
*4. Ibrahim, R. Top-down and bottom-up components in reading: Evidence from adult readers of Arabic
L. Ongoing Projects
- Musa, S, Eviatar. Z., & Ibrahim, R. The overlapping lexical representation of Arabic and Hebrew written and spoken verbal number among Arabic – Hebrew bilingual speakers
- Salami, N., Ibrahim, R. & Shany, M. The contribution of presentation of text in spoken Arabic to text comprehension in literary Arabic: a developmental study from 1st grade to 6th grade
- Krayem. M., Khateb, A, & Ibrahim, Diglossia in Arabic: event-related potentials during an auditory lexical decision task
- Zahalka, R., Khateb, A, & Ibrahim, Diglossia in Arabic: event-related potentials during a visual lexical decision task
- Yacoub., & Ibrahim, R. Rreading performance in Hebrew and Arabic and their relation to cognitive abilities
- Copti, T., Ibrahim, R. Makhoul, B. Diglossia’s effect on language comprehension in standard and spoken Arabic amongst normal children and children with learning difficulties.
- Leikin, M., Hayadre, J., & Ibrahim, R. The development of retrieval skill of story in native Arab children.
- Khateb, A., Khazen. M., & Ibrahim, R. On the brain basis of diglossia: An electrophysiological analysis of written sentence processing in spoken and literary Arabic
- Gantus, N., Ibrahim, R. & Shany, M. Effect of diglossia and words frequency on spelling ability among skilled and poor Arab readers.
- Elmadi, N, Ibrahim, R. & Khateb, A. The influence of vowels on word reading accuracy and comprehension levels of narrative texts in Arabic and Hebrew among skilled and reading disabled: A developmental study.
- Miller, P., Matar, S., & Ibrahim, Relationship between morphgraphical awareness and spelling in dyslexic Arabic-speaking children with hearing impairment
- Ershede, R., Schwartz, M., & Ibrahim, R. Spellings errors in Hebrew by native Arab readers