Speech, language, literacy

1. Most T., Tobin Y. and Cohen-Mimran, R. (2000). Acoustic and perceptual characteristics of esophageal and tracheoesophageal speech production. Journal of Communication Disorders, 33, 165-181. 

2. Cohen-Mimran, R.  (2004). Contribution of Auditory processing research of children with reading disabilities with and without Language disability The Israeli Journal of Language, Speech and Hearing Disorders, 26, 67-77, ) Hebrew(. V

3. Cohen-Mimran, R.  (2006). Temporal processing deficits in Hebrew speaking children with Reading Disabilities. Journal of Speech, Language and Hearing Research. 49, 127-137. 

4. Cohen-Mimran, R.  (2006). Reading disabilities among Hebrew-speaking children in upper elementary grades: The role of phonological and nonphonological language skills. Reading and Writing: An Interdisciplinary Journal. 19, 191-311. 

5. Cohen-Mimran, R., &  Sapir, S. (2007). Auditory Temporal Processing Deficits in  Children with Reading Disabilities. Dyslexia, 13, 175-192. 

6. Cohen-Mimran, R., &  Sapir, S. (2007). Deficits in working memory in young adults with Reading Disabilities. Journal of Communications Disorders, 40 (2), 168-183. The authors contributed equally

7. Cohen-Mimran, R., &  Sapir, S. (2008). Relationship between central auditory processing and reading skills: preliminary observations in Hebrew speaking children. Journal of Basic and Clinical Physiology and Pharmacology, 19, 261-279. The authors contributed equally

8. Cohen-Mimran, R. (2009). The contribution of language skills to reading fluency: A comparison of two orthographies for Hebrew. Journal of Child Language, 35, 1-16. 

9. Cohen-Mimran, R.  (2010), The Contribution of Language Skills to Reading Accuracy and Fluency, The Israeli Journal of Language, Speech and Hearing Disorders, 29, 89-101 (in Hebrew(. 

10. Cohen-Mimran, R., &  Sapir, S. (2011). Rate change detection of frequency modulated signals: developmental trends. Journal of Basic and Clinical Physiology and Pharmacology, 22, 65-68.  The authors contributed equally.

11. Cohen-Mimran, R.  & Nevet, L. (2011). Narrative Assessment in pre-school children, The Israeli Journal of Language, Speech and Hearing Disorders, 30, 75-90 (in Hebrew(. V

12. Cohen-Mimran, R.,  Adwan-Mansour, J. &  Sapir, S. (2012). The Effect of Morphological Complexity on Verbal Working Memory: Results from Arabic Speaking Children, Journal of psycholinguistic research, 42 (3), 239-253. DOI: 10.1007/s10936-012-9200-  

13. Kedmy M., Topper T., Cohen- Mimran R. & Banai K. (2013). The development of speech-in-noise perception in Hebrew-speaking school-age children. Journal of Basic and Clinical Physiology and Pharmacology, 24 (3), 185-189. DOI 10.1515/jbcpp-2013-0055

14. Cohen-Mimran, R., Nevet, L. & Korona-Gaon, S. (2014). An Activity-based Language Intervention Program in Kindergarten: A Retrospective Evaluation. Early Childhood Education Journal. 44 (1) 69-78. DOI 10.1007/s10643-014-0676-z 

15. Cohen-Mimran, R., & Asadia, A (2016). Effect of morphological complexity on verbal working memory performance in Arabic-speaking children with learning disabilities. The Israeli Journal of Language, Speech and Hearing Disorders, 35, 39-55  (in Hebrew(. V

16. Zancanaro, M., Stock, O., Schiavo, G., Cappelletti, A., Gehrmann, S., Canetti, D., shaked, O., Fachter, S., Yifat, R, Mimran, R. and Weiss L.P. (2019). Evaluating an Automated Mediator for Joint Narratives in a Conflict Situation. Behaviour & Information Technology   

17. Cohen‐Mimran, Ravit & Yifat, Rachel & Banai, Karen. (2021). Size matters? Rapid automatized naming of shape sizes, reading accuracy and reading speed. Journal of Research in Reading. 44. 882-896. 10.1111/1467-9817.12376.

18. Cohen-Mimran R, Reznik-Nevet L, Gott D, Share DL. (2022). Preschool morphological awareness contributes to word reading at the very earliest stages of learning to read in a transparent orthography. Reading and Writing. 10:1-21. doi: 10.1007/s11145-022-10340-z. 

19. Mansour Adwan, J., Khateb, A., Shalhoub-Awwad, Y. . Cohen-Mimran R (2022). The different linguistic profiles in Arabic speaking kindergarteners and relation to emergent literacy. Reading and  Writing. https://doi.org/10.1007/s11145-022-10400-4  

20. Mansour-Adwan, J., Shalhoub-Awwad, Y., Cohen-Mimran, R., & Khateb, A. (2023).
    Reading in kindergarten Arabic-speaking children with low linguistic skills: A longitudinal study. Applied Psycholinguistics, 44(2), 265-291. doi:10.1017/S014271642300019X

21. Shalhoub-Awwad, Y., Cohen-Mimran, R. (2023). On the role of morphology in early spelling in Hebrew and Arabic. Morphology. https://doi.org/10.1007/s11525-023-09408-5

22. Cohen-Mimran, R., Amar-Sahar, B., Ruach-Shilat, R., Hashmonai-Moshe, S., & Yifat, R. (2024). Adaptation of the PLAI-2 test to Hebrew: A pilot study. Speech, Hearing, Swallowing, Language Acquisition and Communication, 43, 1-27. [In Hebrew]

23. Cohen-Mimran, R. and Share, D.L. (2025), The Phonology-Morphology Seesaw: Morpho-Lexical Knowledge Replaces Phonological Awareness as the Key Predictor of Word Reading Fluency by Grade 4. Reading Research  Quarterly, 60: e70020. https://doi.org/10.1002/rrq.70020

24. Reznik-Nevet, L., Share, D.L. & Cohen-Mimran, R. (2025). Exploring the use of artificial language learning (ALL) paradigms to differentiate intrinsic versus extrinsic sources of language impairment, Journal of Communication Disorders, 116. https://doi.org/10.1016/j.jcomdis.2025.106532.

Other publications

1. Sapir, Shimon & Cohen-Mimran, Ravit. (2005). The Working Memory Token Test (WMTT): Preliminary findings in young adults with and without dyslexia. 9th European Conference on Speech Communication and Technology. 1085-1088. 10.21437/Interspeech.2005-431.

2. Cohen-Mimran, R. (2011) Reanimation intervention. Speech and language therapy in practice.  Winter 11, England. 

3. Margalit, m. (Chairman of the Committee), El Dor, Y., Weintraub, N., Cohen Mimran, R., Schiff, R., Ha'arvat-Kaniel, R. (2010). A core program for diagnoses for students with Learning disabilities in High School Institutions , Submitted by the Subcommittee of Experts to determine the required training from a recognized diagnostician (in Hebrew(

4. Cohen-Mimran, R. (Coordinator), Adi-Ben Said, L., Firer, E., Fatal, S., Keinan, N., & Farah-Saad, A. (2025, February). Position paper – Principles in the assessment and diagnosis of language abilities in children by the speech-language pathologist. The Israeli Speech Hearing and Language Association. (in Hebrew).