Publications

Chapters in books

  1. Hassunha-Arafat, S., Korat, O., & Aram, D. (in press). Shared book reading and its’ contribution to children’s literacy among Arab families. In G. Ruso-Zimet, M. Ziv, & A. Masarwa (Eds.). Early childhood within the Arab society in Israel. Tel Aviv: MOFET Publishing House. (Hebrew)
  2. Korat, O., Aram, D., Hassunha-Arafat, S., & Hag-Yehiya, H. (2013). Mother-child literacy activities and early literacy in the Israeli Arab family. Handbook of Arabic literacy. In E. Saiegh-Haddad and M. Joshi (Eds.). Springer, The Netherlands.
  3. Segal-Drori & Korat, O. & Klein P. (2013). What can better support low SES childrens’ reading? Reading e-books and printed books with and without adult mediation. In A. Shamir & O. Korat (Eds.). Technology as a support for literacy achievements for children at risk. Springer Publishing.
  4. Shamir, A., & Korat, O., (2013). Introduction: Technology as a support for literacy development among students at risk. In A. Shamir & O. Korat (Eds.). Technology as a support for literacy achievements for children at risk. Springer Publishing.
  5. Korat, O. (2012). Mediating book reading, parental beliefs and child’s emergent literacy. In O. Korat & D. Aram (Eds.). Literacy and language: Relationship bilingualism and difficulties. Magnes, The Hebrew University Jerusalem. (Hebrew).
  6. Shamir, A. & Korat, O. (2012). The activity with e-book as a tool to promote emergent literacy in different contexts. In O. Korat and D. Aram (Eds.). Literacy and language: Relationship, bilingualism and difficulties. Magnes, The Hebrew UniversityJerusalem. (Hebrew).
  7. Shamir, A, & Korat, O. (2009). The educational electronic book as a tool for supporting children’s emergent literacy. In A., G., Bus, & S. B. Neuman, (Eds.) Multimedia and Literacy Development: ImprovingAchievement for Young Learners. Taylor and Francis Group.
  8. Aram, D. Korat, O. & Levin, I. (2006). Maternal mediation in a young child’s writing activity: A sociocultural perspective. In R.M. Joshi & P.G. Aaron (Eds.). Handbook of orthography and literacy (pp. 709-733). Mahwah, NJ: Lawrence Erlbaum Associates.
  9. Levin, I., Amsterdamer, P., & Korat, O. (1996). Early writing in preschool: Developmental perspectives and language effects. In J. Shimron (Ed.), Psycholinguistic studies in Israel: Language acquisition, reading and writing (pp. 248-289). Jerusalem, Israel: Magnes. (Hebrew).

Articles Published in refereed journals

  1. Segal-Drori, O., Korat, O., & Shamir, S., (in press). Do Hebrew e-books support early literacy? Evidence from the Hebrew language. Megamot. (Hebrew)
  2. Korat, O., & Levin, I., Atishkin, S., & Turgeman, M., (in press). E-book as facilitator of vocabulary acquisition: Support of adults, dynamic dictionary and static dictionary. Reading and Writing: An Interdisciplinary Journal.
  3. Korat,O., Segal-Drori, O., &. Shamir, A., (in press). The e-bookas a facilitayor of language and literacy for young children: Survey of studies in Israel. Oryanut Vesafa. (Hebrew)
  4. Korat,O., Shamir, A., & Segal-Drori, O. (in press). E-books as a support for young children’s language and literacy: The case of Hebrew-speaking children, Early Child Development and Care.
  5.  Korat, O. & Shamir, A., & Heibal, S.(2013). Expanding the boundaries of shared-book reading: E-books and printed books in parent–child reading as support for children’s language. First language, 33, 132-154.
  6. Aram, D., Korat, O., & Hassunha-Arafat, S. (2013). The contribution of early home literacy activities to reading and writing in Arabic in first grade. Reading and Writing: An Interdisciplinary Journal, 26, 1517-1536.
  7. Aram, D., Korat, O., Saiegh-Haddad, E., Hassunha-Arafat, S., Khoury, R., Hija, J. (2013). Early literacy among Arabic speaking kindergartners: The role of socioeconomic status, home literacy environment and maternal mediation of writing. Cognitive Development, 28, 193-208.
  8. Korat, O., Hassunh Arafat, S., Aram, D., & Klein, P. (2013). Book reading mediation, SES, home literacy environment and children’s literacy: Evidence from Arabic-speaking families. First language, 33, 132-154.
  9. Korat, O., & Shamir, A. (2012). Direct and indirect teaching: Using e- books for supporting vocabulary, word reading and story comprehension. Journal of Education Computing Research, 46 ,135-152.
  10. Shamir, A., Korat, O., & Phella, R. (2012). Promoting vocabulary, phonological awareness and concept about print among children at risk for learning disability: Can e-books help? Reading and Writing: An Interdisciplinary Journal, 25, 45-69.
  11. Shamir, A., Korat, O., & Shlafer, I. (2011). The effect of activity with e-book on vocabulary and story comprehension: A comparison between kindergarteners at risk of learning disabilities and typically developing kindergarteners. European Journal of Special Needs Education, 26, 311-322.
  12. Korat, O., Shamir, A., & Arbiv, L. (2011). E-books as a support for emergent writing with and without adults’ support. Education and Information Technologies,16, 301-318.
  13. Korat, O. (2011). Mothers’ and teachers’ evaluation of first graders’ literacy level and its relation to the child’s actual performance in different SES groups. Education and Treatment of Children, 34, 347-371.
  14. Segal-Drori, O., Korat, O., Shamir, S., & Klein, P. (2010). Reading electronic and printed books with and without adult’s instruction: effects on emergent reading. Reading and Writing: An Interdisciplinary Journal. 23, 913-930.
  15. Korat, O. & Blau, H. (2010). Repeated reading of CD-ROM storybook as a support for emergent literacy: A developmental perspective in two SES groups. Journal of Educational Computing Research, 43, 443-462.
  16. Korat, O. & Or, T. (2010). How new technology shapes the parent-child interaction: The case of e-book reading. First Language, 30, 139-154.
  17. Korat, O. & Shamir, A. (2010). The electronic book as a tool for supporting emergent literacy: Evidence from Hebrew speaking children. Orianut Vesafa, 3, 71-90 (Hebrew).
  18. Korat, O. (2010). Electronic storybook: Language and word reading in kindergarten and first grade. Computer and Education, 55, 24-31.
  19. Korat,O., Segal-Drori, O., and Klein, P. (2009). Electronic and printed books with and without adult support as sustaining emergent literacy: Contribution to children with low and high literacy levels. Journal of Educational Computing Research, 41, 453 – 475.
  20. Korat, O. (2009). The effects of CD-ROM storybook reading on children’s emergent literacy as a function of age group and repeated reading, Education and Information Technologies, 14, 39-53.
  21. Korat, O. (2009). How accurate mothers and teachers can be regarding children’s emergent literacy development? A comparison between mothers of two educational groups. Early Child Development and Care, 179, 27-41.
  22. Korat, O. (2009). Maternal mediation style during book reading and photo-album activities and children’s language and emergent literacy: A comparison between two SES groups. Journal of Applied Developmental Psychology, 30, 34-42.
  23. Korat, O., Ron, R. & Klein, P. (2008). Cognitive mediation and emotional support of fathers and mothers to their children during shared book-reading in two different SES groups. Journal of Cognitive Education and Psychology, 7 ,223-247.
  24. Shamir, A., Korat, O., & Barbi, N. (2008). The effects of CD-ROM storybook reading on low SES kindergarteners’ emergent literacy as a function of activity context: Paired peer tutoring versus individual use of an e-storybook. Computers & Education, 51, 354-367.
  25. Korat, O., Segal-Drori, O. & Landau, Y. (2008). Maternal mediation style during book reading and photo-album activities and home literacy environment: A comparison between two SES groups. Orianut Vesafa, 1, 127-157 (Hebrew).
  26. Korat, O. & Shamir, A. (2008). The educational electronic book as a scaffolding tool for children’s emergent literacy in low versus middle SES groups. Computers and Education, 50, 110-124.
  27. Korat, O. & Shamir, A. (2007). Electronic book versus adults readers: Effects on children’s emergent as a function of social class. Journal of Computer Assisted Learning, 3, 248-259.
  28. Korat, O., Klein, P. & Drori-Segal, O. (2007). Maternal mediation in book reading, home literacy environment, and children’s emergent literacy: A comparison between two social groups. Reading and Writing: An International Journal, 20, 361-398.
  29. Korat, O. & Hagllili, S. (2007). Relationship between maternal attributions, maternal mediation and children’s emergent literacy level: A comparison between two socio-economic status groups. Journal of Literacy Research, 39, 249-276.
  30. Shamir, A. & Korat, O. (2007). Developing an educational e-book for fostering kindergarten children’s emergent literacy. Computers in the Schools, 24, 125-143.
  31. Schiff, R. & Korat, O. (2006). How children relate storybook events? A socioeconomic perspective. Written Language and Literacy ,9, 213-246.
  32. Shamir, A. & Korat, O. (2006). How to select CD-ROM for young children: The teacher’s role. The Reading Teacher, 59, 532-543.
  33. Korat, O & Schiff, R. (2006). The Development of concepts about and attitudes towards writing among children from different SES groups. Journal of Literacy Research, 37, 289-324.
  34. Korat, O. (2005). Contextual and noncontextual knowledge in emergent literacy development: A comparison between children from low SES and middle SES communities: A comparison between two social groups. Early Childhood Research Quarterly, 20, 220-238.
  35. Korat, O. (2004). Mothers’ and teachers’ attribution of academic functioning of second graders: A comparison between two social groups. Early Childhood Research Quarterly, 19, 485-50.
  36. Korat, O & Shamir, A (2004). Do Hebrew electronic books differ from Dutch electronic books? A replication of a Dutch content analysis. Journal of Computer Assisted Learning, 20, 257-268.
  37. Korat, O., Bachar, E., & Snapir, M., (2003). Functional-social and cognitive aspects in emergent literacy: Relations to SES and to reading-writing acquisition in first grade. Megamot, 42, 195-218. (Hebrew).
  38. Korat, O. Bahar, E., & Snapir, M. (2002/2003). Socio-Dramatic play as opportunity for literacy development: The teachers’ role. The Reading Teacher, 56, 386-393.
  39. Korat, O. & Levin, I. (2002) Spelling acquisition in two social groups: Mother-child interaction, maternal beliefs and child’s spelling. Journal of Literacy Research, 43, 209-236.
  40. Korat, O. (2001). Cultural pedagogy and bridges to literacy: Home and kindergarten. Early Childhood Educational Journal, 4, 225-230.
  41. Korat, O., & Levin, I. (2001). Maternal beliefs and child development: Comparison of text writing between two social groups. Journal of Applied Developmental Psychology, 22, 397-420.
  42. Levin, I., & Korat, O. (1993). Sensitivity to phonological, morphological, and semantic cues in early reading and writing in Hebrew. Merrill-Palmer Quarterly, 39, 213-233.

Book editing

  1. Shamir, A., & Korat, O. (2013). Technology as a Support for Literacy Development Among Students at Risk. In A. Shamir & O. Korat (Eds.). Technology as a support for literacy achievements for children at risk. Springer Publishing.
  2. Korat , O. & Aram, D. (Eds.) (2012). Literacy and language: Relationship, bilingualism and difficulties. Magnes: The Hebrew University Jerusalem. (Hebrew).
  3. Aram, D. & Korat, O. (Eds.) (2010). Literacy: Development and enhancement across orthographies and cultures. Springer Publishing.