ציפי הורוביץ-קראוס – הפקולטה לחינוך למדע וטכנולוגיה

תפקיד: חברת סגל

טלפון: 04-8292165

משרד: מעבדה לדימות מוחי

אתר: http://neuroimaging-center.technion.ac.il/

ד"ר ציפי הורוביץ קראוס היא מרצה בכירה וראש המעבדה לדימות מוחי בילדים בפקולטה לחינוך מדע וטכנולוגיה בטכניון. ציפי הינה בוגרת תואר ראשון במדעי החיים ושני בנוירוביולוגיה מאוניברסיטת ת"א (2004). את התואר השני הנוסף בלקויות למידה (2007) ואת הדוקטוראט בחקר המוח בלקויות למידה (2009), היא קבלה מאוניברסיטת חיפה. לאחר סיום הדוקטוראט, ציפי החלה במחקר בתר דוקטוראט באוניברסיטת חיפה, בחיפוש אחר סמנים אלקטרופיזיולוגיים להשפעת תוכניות התערבות בילדים עם לקויות למידה (2011). לאחר קבלת מלגת פולברייט, ציפי החלה בבתר דוקטוראט נוסף במחלקה להדמיה בבית החולים לילדים בסינסנטי, אוהיו (2013). בימים אלה מחקרה של ציפי בטכניון עוסק בהעמקת הבנת התרומה של יכולות ניהוליות להתהליך הקריאה בילדים תוך שימוש במגוון כלי הדמיה לאפיון קישוריות פונקציונאלית ומוחית בילדים.

קישור למידע לגבי הקורסים שמעבירה ד"ר ציפי הורוביץ-קראוס : Horowitz-Kraus courses

CV
Selected Publications

2013-present: Assistant Professor, Faculty of Medicine, University of Cincinnati; Division of General Pediatrics, The Pediatric Neuroimaging Consortium and Communication Research Center, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio
January-November 2013: Research Associate, Communication Sciences Research Center, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio
2004-2009: PhD University of Haifa, Faculty of Education, Edmond J Safra Brain Center for the Study of Learning Disabilities. Research topic: The error detection mechanism among dyslexic and regular readers using ERP. Supervisor: Dr. Zvia Breznitz
2005-2007: MA (Summa Cum Laude), University of Haifa, Department of Learning Disabilities Faculty of Education
2002-2004: MS, Tel Aviv University, Department of Neurobiochemistry, Faculty of Life Sciences. Research topic: “Construction and characterization of a cell model system for Spinal and Bulbar Muscular Atrophy”
1999-2002: BS Biology, Tel-Aviv University, Faculty of Life Sciences
Training
2011-January 2013: Post-doctoral Research Fellow, Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio. Research topic: “Understanding the neural circuits underlie dyslexia in children”. Supervisor: Prof. Scott Holland
2009-2011: Post-doctoral Research Fellow, University of Haifa, Faculty of Education, Edmond J Safra Brain Center for the Study of Learning Disabilities. Research topic: “The effect of cognitive and reading training on behavioral and electrophysiological measures of learning-disabled children”. Supervisor: Prof. Zvia Breznitz.

List of updated pubs

Horowitz-Kraus, T., & Breznitz, Z. (2008). An error-detection mechanism in reading among dyslexic and regular readers--an ERP study. Clinical Neurophysiology, 119(10), 2238-2246. doi: 10.1016/j.clinph.2008.06.009 [IF=3.614].
Horowitz-Kraus, T., & Breznitz, Z. (2009). Can the error detection mechanism benefit from training the working memory? A comparison between dyslexics and controls - an ERP study. PLoS One, 25, 4(9):e7141. doi: 10.1371/journal.pone.0007141[IF=2.766].
Horowitz-Kraus, T., & Breznitz, Z. (2010). Reaction time and accuracy in erroneous vs correct responses among dyslexic and regular readers: from letters to sentences. Dyslexia, 17(1), 72-84. doi: 10.1002/dys.41 [IF=1.186].
Sela^d, I., Horowitz-Kraus, T., Izzetoglu, M., Shewokis, P., Izzetoglu, K., Onaral, B., & Breznitz Z. (2011). Brain activity of young and adult hebrew speakers during lexical decision task: fNIR application to language. Foundations of Augmented Cognition. Directing the Future of Adaptive Systems Lecture Notes in Computer Science, 6780, 231-239.
Horowitz-Kraus, T., & Breznitz, Z. (2011). Error detection mechanism at words and sentences: A comparison between readers with dyslexia and skilled readers. The international journal of developmental disabilities and education, 58(1), 33-45. doi 10.1080/1034912X.2011.548466
Horowitz-Kraus, T. (2011). Does development affect the error-related negativity of dyslexic and skilled readers in reading? An ERP study. Developmental Neuropsychology, 36(7), 914-932. doi: 10.1080/87565641.2011.606415 [IF=2.333].
Horowitz-Kraus, T., & Breznitz, Z. (2012). Compensated dyslexics have a more efficient error detection system than non-compensated dyslexics. Journal of Child Neurology, 28(10), 1266-1276. doi: 10.1177/0883073812460917 [IF=1.385].
Horowitz-Kraus, T. (2012). Pinpointing the deficit in executive functions in teenage dyslexic readers: an ERP study using the Wisconsin Card Sorting Test. Journal of Learning Disabilities, 47(3), 208-223. doi: 1177/0022219412453084. doi: 10.1177/0022219412453084 [IF=2.341].
Horowitz-Kraus, T., Vannest, J. J., & Holland, S. K. (2013). Overlapping neural circuitry for narrative comprehension and proficient reading in children and adolescents. Neuropsychologia, 51(13), 2651–2662. doi:10.1016/j.neuropsychologia.2013.09.002 doi.org/10.1016/j.neuropsychologia.2013.09.002 [IF=2.888].
Horowitz-Kraus, T., & Breznitz, Z. (2013). Can reading rate acceleration training improve executive functions in adolescents with reading difficulties and in typical readers. Brain Research, 1544, 1-14. doi.org/10.1016/j.brainres.2013.11.027 [IF=3.125].
Breznitz, Z., Shaul^d, S., Horowitz-Kraus, T., Sela^d, I., Nevat^d, M., & Karni, A. (2013). Enhanced reading by training with imposed time-constraint in typical and dyslexic adults. Nature Communications, doi:10.1038/ncomms2488
Horowitz-Kraus, T., Grainger^e, M., DiFrancesco, M., Vannest, V., & Holland, S. K. (2015). Right is not always wrong: DTI and fMRI evidence for the reliance of reading comprehension on language comprehension networks in the right hemisphere. Brain Imaging and Behavior, 9(1), 19-31. doi: 10.1007/s11682-014-9341-9 [IF=3.719].
Sroka^e, M., Vannest, J., Maloney, T., Horowitz-Kraus, T., & Holland, S. K. (2014). Relationship between receptive vocabulary and the neural substrates for story processing in preschoolers. Brain Imaging and Behavior, 9(1), 43-55. doi:10.1007/s11682-014-9342-8 [IF=3.719].
Horowitz-Kraus, T., Vannest, J. J., Kadis, D., Wang^d, Y., & Holland, S. (2014). Reading acceleration training changes brain circuitry in children with reading difficulties. Brain and Behavior, 4(6), 886–902. doi: 1002/brb3.281 [IF=2.219].
Horowitz-Kraus, T., Vannest, J. J., Gozdas^d, E., & Holland, S. K. (2014). Greater Utilization of neural-circuits related to executive functions is associated with better reading: a longitudinal fMRI study using the verb generation task. Frontiers in Human Neuroscience, 8, 1-13. doi: 10.3389/fnhum.2014.00447 [IF=2.871].
Kraus, D., & Horowitz-Kraus^f, T. (2014). The Effect of Learning on Feedback-Related Potentials in Adolescents with Dyslexia: An EEG-ERP Study. PLOS ONE, 9, doi: 10.1371/journal.pone.0100486 [IF=2.766].
Horowitz-Kraus, T., Cicchino^e, , Amiel^e, M., Holland, S. K., & Breznitz, Z. (2014). Reading Improvement in English and Hebrew-Speaking children with Reading Difficulties after Reading Acceleration Training. Annals of Dyslexia, 64 (3), 183-201. doi:10.1007/s11881-014-0093-4 [IF=1.793].
Horowitz-Kraus, T., Wang^d, Y.Y., Plante, E., & Holland, S. K. (2014). The involvement of the right hemisphere in reading comprehension: a DTI study. Brain Research, 1582, 34–44. doi: 1016/j.brainres.2014.05.034 [IF=3.125].
Berman^a, S., Cicchino, N., Hajinazarian^a, A., Mescher^a, M., Holland, S. K., & Horowitz-Kraus^f, T. (2014). An fMRI study of a dyslexia biomarker. Journal of Young Investigators, 26, 1-4. http://www.jyi.org/issue/an-fmri-study-of-a-dyslexia-biomarker/
Horowitz-Kraus^f, T., Toro-Serey^e, C., & DiFrancesco, M. Increased resting-state functional connectivity in the cingulo-opercular cognitive-control network after intervention in children with reading difficulties. (2015). PLOSE ONE. 10(7):e0133762, doi:10.1371/journal.pone.0133762 [IF=2.766].
Horowitz-Kraus, T. (2015). Differential effect of cognitive training on executive functions and reading abilities in children with ADHD and in children with ADHD comorbid with reading difficulties. Journal of Attention Disorders, 1-12. doi: 1177/1087054713502079 [IF=3.668].
Horowitz-Kraus, T., DiFrancesco, M., Kay^d, B., Wang^d, Y., & Holland, S. K. (2015). Increased functional connectivity of specific brain networks after reading training in dyslexic children. Neuroimage Clinical, 8, 619-630. doi: http://dx.doi.org/10.1016/j.nicl.2015.06.010. [IF=3.869].
Horowitz-Kraus, T. (2015). Improvement in non-linguistic executive functions following training with the Reading Acceleration Program in children with reading difficulties: An ERP study. Trends in Neuroscience and Education, 4(3), 77-86. doi: http://dx.doi.org/10.1016/j.tine.2015.06.002 [CiteScore=2.28].
Hutton^c, J., Horowitz-Kraus, T., DeWitt, T., & Holland, S. K. (2015). Home reading environment and brain activation in preschool children listening to stories. Pediatrics, 136(3), 1-15. doi: 10.1542/peds.2015-0359 [IF=5.705].
Horowitz-Kraus, T., & Holland, S. K. (2015). Greater functional connectivity between reading and error-detection regions following training with the reading acceleration program in children with reading difficulties. Annals of Dyslexia, 65(1), 1-23. doi:10.1007/s11881-015-0096-9 [IF=1.793]
Horowitz-Kraus, T. (2015). All roads lead to Rome? Distinct neural circuits in different developmental disorders are related to reading difficulties in children. Brain Disorders and Therapy
Horowitz-Kraus, T., Farah^c, R., Hajinazarian^a, A., Vannest, J., & Holland, S. K. (2015). Predicting better performance on college preparedness test from narrative comprehension at the age of 6: an fMRI study. Brain Research, 1629, 54-62. 1016/j.brainres.2015.10.008 [IF=3.125].
Horowitz-Kraus, T. (2016). Can the error monitoring system differentiate ADHD with reading disability from ADHD? Reading and executive dysfunction as reflected in error monitoring. Journal of Attention Disorders, 1-14. doi: 1177/1087054713488440. [IF=3.668].
Horowitz-Kraus^f, T., Buck^a, C., & Dorrmann^e, D. (2016). Altered neural circuits accompany lower performance during narrative comprehension in children with reading difficulties: An fMRI study. Annals of Dyslexia, 216, 301-318. [IF=1.793].
Horowitz-Kraus, T. (2016). Improvement of the error-detection mechanism in dyslexics following reading acceleration training, Dyslexia, 216, 173-189. doi: 10.1002/dys.1523
Horowitz-Kraus, T., DiFrancesco M., & Vannest, J. (2017). The involvement of speed-of-processing and cognitive-control networks in story listening in preschool children: A functional and structural connectivity study. Neuropediatric, 48(01): 019-029. doi: 10.1055/s-0036-1593531. [IF=1.605].
Horowitz-Kraus, T., Hajinazarian^a, A., Farah^c, R., Schmithorst, V.J., & Holland, S. K. (2017). Maturation of the default mode network during adolescence facilitates linguistic abilities. Journal of Child and Adolescence Behavior, 5: 328. doi: 10.4172/2375-4494.1000328 [IF=0.69].
Horowitz-Kraus, T. (2017). Familial risk for reading difficulty is associated with diffused bilateral brain activation during reading and greater association with visual-attention abilities. Annals of Dyslexia, 67(3), 281-298. 1007/s11881-017-0144-8 [IF=1.793].
Hutton^c, J., Phelan, K., Horowitz-Kraus, T., Dudley, J., Altaye, M., Dewitt, T., Holland, S. (2017). Story time turbocharger? Child engagement during shared reading and cerebellar activation and connectivity in preschool-age children listening to stories. https://doi.org/10.1371/journal.pone.0177398 [IF=2.766].
Horowitz-Kraus, T., Holland, S. K., Versace, A. L., Kowatch, R., Bertocci, M. A., Bebko, G., et al. (2017). Reading and supporting white matter structures in adolescents are influenced more by dysregulation of emotion than behavior. Neuroimage:Clinical, 15, 732-740. https://doi.org/10.1016/j.nicl.2017.06.020. [IF=3.869].
Horowitz-Kraus^f, T., Buck^a, C., Gupta, R., & Brown, R. (2017). The effects of Orton Gillingham training in children with reading difficulties. International. Childhood & Developmental Disorders, 3:12. doi: 10.4172/2472-1786.100050. [IF=1.16].
Hutton^c, J., Horowitz-Kraus, T., Holland, S. K. (2017). Maternal shared reading quality and brain function supporting literacy in preschool-age children. Journal of Pediatrics, 191, 204–211.e1, doi: https://doi.org/10.1016/j.jpeds.2017.08.037. [IF=3.890].
Horowitz-Kraus, T. (2018). Editorial: The early signs of reading difficulties at school can start with fetal growth restriction. Acta Pediatrica, doi: 1111/apa.14103. [IF=2.580].
Horowitz-Kraus^f, T., & Hutton^c, J. (2017). Brain connectivity in children is increased by the time they spend reading books and decreased by the length of exposure to screen-based media. Acta Pediatrica, doi: 1111/apa.14176. [IF=2.580].
Horowitz-Kraus, T., Hutton^c, J., Phelan, K., & Holland, S. K. (2018). Maternal reading fluency is positively associated with greater functional connectivity between the child's future reading network and regions related to executive functions and language processing in preschool-age children. Brain and Cognition, 121, 17-23, doi: https://doi.org/10.1016/j.bandc.2018.01.003. [IF=2.432].
Horowitz-Kraus, T., Woodburn^a, M., Rajagopal^e, A., Versace, A., Kowatch, R., et al. (2018). Decreased functional connectivity in the fronto-parietal network in children with mood disorders compared to children with dyslexia during rest: an fMRI study. Neuroimage Clinical, 18, 582-590. https://doi.org/10.1016/j.nicl.2018.02.034. [IF=3.869].
Horowitz-Kraus^f, T., Kiefer, A., & DiCesare^,^e, C. (2018). Longer fixation times during reading are correlated with decreased connectivity in cognitive-control regions during rest in children. Mind, Brain and Education,12, 49-60. https://doi.org/10.1111/mbe.12168. [IF=1.63].
Keelor^b, J ., Creaghead, N., Silbert, N., Breit-Smith, A., & Horowitz-Kraus^f, T. (2018) Relationship between language, reading, executive function test scores and comprehension following reading with text-to-Speech. Reading & Writing Quarterly. org/10.1080/10573569.2018.1486764. [IF=1.22].
Horowitz-Kraus, T., Hershey^a, A., & Kay^d, B. & DiFrancesco, M. (2019). Same intervention, different gain? Differential effect of reading training on functional connectivity of neural-circuits related to reading and executive functions in children with dyslexia or dyslexia/ADHD comorbidity and in typical readers. Journal of Neurolinguistics, 49, 93-108. https://doi.org/10.1016/j.jneuroling.2018.09.002 [IF=1.547].
Levinson^a, O., Farah^c, R., Hershey^a, A., & Horowitz-Kraus^f, T. (2018). Functional connectivity of executive functions networks during a Stroop task in children with reading difficulties. Brain Connectivity, 8, 516-525. https://doi.org/10.1089/brain.2018.0595. [IF=3.83].
Twait^b, E., Farah^c, R., & Horowitz-Kraus^f, T. (2018). Decreased functional connectivity of the salience network during narrative comprehension in children with reading difficulties: an fMRI study. Neuroimage Clinical, 20, 987-992, https://doi.org/10.1016/j.nicl.2018.10.006 [IF=3.869].
Hutton^c, J. S., Dudley, D., Horowitz-Kraus, T., DeWitt, T., & Holland, S. K. (2018). Influence of Story Format on Attention Networks in Preschool-Age Children. Brain Imaging and Behavior, 1-12. https://doi.org/10.1007/s11682-018-9985-y. [IF=3.719].

Horowitz-Kraus, T., Brunst, K., & Cecil, K. (2018). Children with Dyslexia and Typical Readers: N-Acetyl Aspartate and Choline Differences Revealed Using Proton Magnetic Resonance Spectroscopy Acquired within Anterior Cingulate Cortex. Frontiers in Human Neuroscience. https://doi.org/10.3389/fnhum.2018.00466. [IF=2.871].
Greenwood, P .^b, Hutton, J.^c, Dudley, J., & Horowitz-Kraus, T. (2018). The relationship between maternal reading ability and functional connectivity of the language network in their 4 year old children. Brain and Cognition, 13. https://doi.org/10.1016/j.bandc.2018.11.010. [IF=2.432].
Nachshon^a, O., & Horowitz-Kraus, T. (accepted). Emotional challenges are linked to cognitive-control and reading deficits in children with reading difficulties. Acta Pediatrica.
Shamir^a, N., Zivan^c, M., & Horowitz-Kraus, T. (accepted). Creating a screener for children with reading difficulties Acta Pediatrica.
Farah^c, R., & Horowitz-Kraus, T. (accepted). Increased functional connectivity within and between cognitive-control networks during narrative comprehension from birth to 9 years: A developmental task-based functional MRI study. Brain Connectivity
Farah, R., Coalson, B, Schlaggar, B., Petersen, S., & Horowitz-Kraus, T. (accepted). Children Use Regions in the Visual Processing and Executive Function Networks during a Subsequent Memory Reading Task. Cerebral Cortex

Review Papers

Horowitz-Kraus, T., & Hutton^c, J. (2015). From emergent literacy to reading: How learning to read changes a child’s brain. ACTA Pediatrica, 104(7), 648-656. doi:1111/apa.13018
Finucane^a, S., & Horowitz-Kraus, T. (2016). Separating the different domains of reading intervention programs: A review. SAGE OPEN, 1-26, doi: 10.1177/2158244016639112
Horowitz-Kraus^f, T., Schmitz, R., Hutton^c, J., & Schumacher, J. (2017). How to create a successful reader? Milestones in reading development from birth to adolescence: the contribution of linguistic, cognitive and literacy to reading development. Acta Pediatrica, 106(4):534-544. doi: 10.1111/apa.13738

Chapter in Books

Horowitz-Kraus, T. (2012). The error detection mechanism among dyslexic and skilled readers: Characterization and plasticity. In Z. Breznitz, O. Rubinsten, & D. Molfese (eds). Listening to Many Voices: Reading, Writing, Mathematics and the Brain. Springer Publishers, New York, NY, USA.
Horowitz-Kraus, T. (2016). The role of executive functions in the reading process. In A. Khateb, & I. Bar-Kochva (Ed). Reading Fluency: Current Insights from Neuro-Cognitive Research and Intervention Studies. Springer, Netherlands.
Horowitz-Kraus, T., Holland, S. K., & Freund, L. (2016). Imaging executive functions in typically and atypically developed children. In Executive Function in Preschool Age Children: Integrating Measurement, Neurodevelopment and Translational Research. APA Press, New York, NY, USA.