פרופ' דורית ארם

סגל אקדמי בכיר בביה"ס לחינוך
ביה"ס לחינוך סגל אקדמי בכיר
פרופ' דורית ארם
טלפון פנימי: 03-6407117
משרד: שרת, 302

מידע כללי

מחקרה של פרופ' דורית ארם מתמקד בהבנת תיווך המבוגרים להתפתחות ילדים צעירים וקידומו בחברה היהודית והערבית. היא חוקרת את אופי האינטראקציה של הורים וגננות  עם ילדים בעת קריאת ספר וכתיבה ובוחנת את משמעותו להתפתחות ניצני האוריינות ולהתפתחות הרגשית חברתית של הילדים.  מחקריה בוחנים אינטראקציות אלה בקרב ילדים עם התפתחות תקינה והתפתחות מוקדמת (קוראים מקדימים), ילדים עם צרכים ייחודיים כמו לקות שמיעה או לקות קשב וילדים ממיצב חברתי כלכלי נמוך.

בשאיפה לקדם  ניצני אוריינות והסתגלות רגשית חברתית של ילדי גן היא מפתחת ומעריכה תכניות התערבות לקידום רמת התיווך של הורים וגננות

 

Prof. Dorit Aram is the head of the Counseling Program in Tel Aviv University's School of Education, Israel. Her research focuses on parent-child literacy interactions and their implications for early literacy and socio-emotional development, in Hebrew and Arab communities. Addressing needs in special populations, her work examines these interactions in parent-child dyads of children with hearing loss, ADHD, and low socioeconomic background, and among precocious readers.

Prof. Aram has conducted early interventions aimed at improving kindergarten and preschool teachers’ as well as parents’ mediation and children's early literacy.

 

תחומי מחקר והוראה

תחומי מחקר: מקום המבוגרים בהתפתחות ילדים בגיל הרך, תוך התמקדות באוכלוסיה בסיכון חברתי כלכלי.

 

תחומי הוראה: התפתחות בגיל הרך ומקום המבוגרים בהתפתחות הילדים.

פרסומים נבחרים

  1. Aram, D., & Levin, I. (2001). Mother-child joint writing in low SES: Socio-cultural factors, maternal mediation and emergent literacy. Cognitive Development, 16(3), 831-852.
  2. Aram, D., & Levin, I. (2004). The role of maternal mediation of writing to kindergartners in promoting literacy in school: A longitudinal perspective. Reading and Writing: An Interdisciplinary Journal, 17(4), 387-409.
  3. Aram, D., & Biron, S.  (2004). Joint storybook reading and joint writing interventions among low SES Israeli preschoolers: Differential contribution to early literacy. Early Childhood Research Quarterly, 19(4), 588-610.
  4. Aram, D., Most, T., & Mayafit, H. (2006). Contributions of mother-child storybook telling and joint writing to literacy development in kindergartners with hearing loss. Language, Speech, and Hearing Services in Schools, 37(3), 209-223.
  5. Aram, D., & Aviram, S.  (2009). Mothers' storybook reading and kindergartners' socioemotional and literacy development. Reading Psychology, 30(2), 175-194.
  6. Aram, D., Fine Y., & Ziv, M. (2013). Enhancing parent-child shared book reading interactions: Promoting references to the book's plot and socio-cognitive themes. Early Childhood Research Quarterly, 28(1), 111-122. http://dx.doi.org/10.1016/j.ecresq.2012.03.005
  7. Levin, I., & Aram, D. (2013). Promoting early literacy via practicing invented spelling: A comparison of different mediation routines. Reading Research Quarterly, 48(3), 1-16. doi:10.1002/rrq.48
  8. 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(9), 1517-1536
  9. Aram, D., Abiri, S., & Elad, L. (2014). Predicting early spelling: The contribution of children's early literacy, self-regulation, private speech during spelling, and parental spelling support. Reading and Writing: An Interdisciplinary Journal, 27(4), 685-707.
  10. Sverdlov, A., Aram, D., & Levin, I. (2014). Kindergarten teachers' literacy beliefs and self-reported practices: On the heels of a new national literacy curriculum. Teaching and Teacher Education, 39, 44-55.

  11. Ziv, M., Smadja, M., & Aram, D. (2015). Preschool teachers' reference to theory of mind topics during different contexts of shared book reading. Teaching and Teacher Education, 45, 14-24.

  12. Ziv, M., Smadja, M., & Aram, D. (2015). Preschool teachers' reference to theory of mind topics during different contexts of shared book reading. Teaching and Teacher Education, 45, 14-24. https://doi.org/10.1016/j.tate.2014.08.009

  13. Aram, D., & Chorowicz Bar-Am, O. (2016). Parent-kindergartner joint writing: A comparison between computer use and pencil and paper. International Journal of Child-Computer Interaction. 7, 15-21. doi:10.1016/j.ijcci.2016.03.001

  14. Aram, D., & Besser-Biron, S. (2017). Parents’ support during different writing tasks: a comparison between parents of precocious readers, preschoolers, and school-age children. Reading and Writing: An Interdisciplinary Journal, 30(2). 363-386. http://link.springer.com/article/10.1007/s11145-016-9680-6

  15. Aram, D., Bergman Deitcher, D. Sabag- Shushan, T., & Ziv, M. (2017). Shared book reading interactions within families from low socioeconomic backgrounds and children’s social understanding and prosocial behavior.  Journal of Cognitive Education and Psychology, 16(2), 157-177. DOI: 10.1891/1945-8959.16.2.157
  16. Aram, D., Bergman Deitcher, D., & Adar, G. (2017). Understanding parents’ attitudes towards complexity in children's books. Reading Horizons, 56 (4). Retrieved from http://scholarworks.wmich.edu/reading_horizons/vol56/iss4/3
  17. Schapira, R., & Aram, D. (2020) Shared book reading at home and preschoolers’ socio-emotional competence, Early Education and Development, 31:6, 819-837, DOI: 10.1080/10409289.2019.1692624
  18. Elimelech, A., & Aram, D. (2020). Using a digital spelling game for promoting alphabetic knowledge of preschoolers: The contribution of auditory and visual supports. Reading Research Quarterly, 55(2), 235-250. doi:10.1002/rrq.264

  19. Aram, D., Skibbe, L., Hindman, A., Bindman, S., Harpaz, Y., & Morrison, F. (2020). Parents’ early writing support and its associations with parenting practices in the United States and Israel. Merrill Palmer Quarterly. 60(4). 392-420.

  20. Aram, D., Hazan, H., & Levin, I. (2021). Preschoolers’ private speech during spelling in Hebrew: the role of word structure and letter position. Reading and Writing, 34(5), 1171-1190. doi.org/10.1007/s11145-020-10102-9

  21. Schapira, R., Bergman Deitcher, D., & Aram, D. (2021). Variability and stability in parent–child discourse during and following repeated shared book reading. Reading and Writing, 34(1), 273-300. https://doi.org/10.1007/s11145-020-10072-y

  22. Bergman Deitcher, D., Aram, D., & Itzkovich, I. (2021). Alphabet books: Relations between aspects of parent-child shared reading, children’s motivation, and early literacy skills. Reading Psychology. 42,4, 388 -410. https://doi.org/10.1080/02702711.2021.1888344

  23. Meoded Karabanov, G., Asaf, M., Ziv, M., & Aram, D. (2021). Parental Behaviors and Involvement in Children’s Digital Activities among Israeli Jewish and Arab Families during the COVID-19 Lockdown. Early Education and Development, 1-22. : https://www.tandfonline.com/loi/heed20

  24. Schapira, R., Bergman Deitcher, D., & Aram, D. (2021). Mothers' discourse during shared reading of books relating to ‘positive’and ‘negative’emotions in different genres. Journal of Research in Reading. https://doi-org.rproxy.tau.ac.il/10.1111/1467-9817.12370

 

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