- 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.
- 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.
- 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.
- 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.
- Aram, D., & Aviram, S. (2009). Mothers' storybook reading and kindergartners' socioemotional and literacy development. Reading Psychology, 30(2), 175-194.
- 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
- 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
- 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
- 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.
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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.
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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.
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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
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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
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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
- 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
- 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
- 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
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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
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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.
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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
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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
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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
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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
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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
