ציפי הורוביץ-קראוס – הפקולטה לחינוך למדע וטכנולוגיה

תפקיד: חברת סגל

טלפון: 04-8292165

משרד: 249

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

דר ציפי הורוביץ קראוס היא מרצה בכירה וראש המרכז לדימות מוחי בילדים בפקולטה לחינוך מדע וטכנולוגיה בטכניון והמנהלת האקדמית של המרכז לחקר האוריינות והקריאה בבית החולים לילדים בסינסנטי, אוהיו בארה"ב. ציפי הינה בוגרת תואר ראשון ושני בנוירוביולוגיה מאוניברסיטת ת"א (2004). את התואר השני הנוסף בלקויות למידה (בהצטיינות, 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 בסיסנטי, אוהיו להעמקת הבנת התרומה של יכולות ניהוליות להתהליך הקריאה בילדים תוך שימוש במגוון כלי הדמיה לאפיון קישוריות פונקציונאלית ומוחית בילדים (2013). בין השנים 2012-2015 ציפי סייעה בגיוס המשאבים להקמה ולפיתוח של המרכז המחקרי והקליני לאוריינות קריאה בבית החולים לילדים בסיסנטי, אוהיו, ארה"ב המדורג שלישי בעולם לרפואת ילדים https://rldc.cchmc.org קישורלמידע לגבי הקורסים שמעבירה ד"ר ציפי הורוביץ : Horowitz-Kraus courses 2019

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.

Articles in peer-reviewed journals

1. Horowitz-Kraus, T., Toro-Serey, C*., & DiFrancesco, M. Increased Resting-state Functional Connectivity in the Cingulo-opercular Cognitive-control Network after Intervention in Children with Reading Difficulties. (Accepted for publication). PLOSE ONE. 10.1371/journal.pone.0133762 . (IF=4.1)

2. Horowitz-Kraus, T., DiFrancesco, M., Kay, B., Wang, Y., & Holland, S.K. (Accepted for publication). Increased functional connectivity of specific brain networks after reading training in dyslexic children. Clinical Neuroimage, 8, 619-630.

3. Horowitz-Kraus, T. (Accepted for publication). 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. Hutton, J**., Horowitz-Kraus, T., DeWitt, T., & Holland, S. K. (Accepted for publication). The Influence of Home Reading Environment on Neural Activation Supporting Narrative Comprehension in Preschool Children. Pediatrics. (IF=5.297).

5. 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. (IF=2.34)

6. Horowitz-Kraus, T., & Hutton, J**. From Emergent Literacy to Reading: How Learning to Read Changes a Child’s Brain. (Accepted for publication). ACTA Pediatrica, doi:10.1111/apa.13018 (IF=1.842)

7. Horowitz-Kraus, T., Grainger, M., DiFrancesco, M., Vannest, V., & Holland, S.K. (2014). 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=3.385)

8. Sroka, 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 (IF=3.385)

9. Horowitz-Kraus, T., Vannest, J. J., Kadis, D., Wang, Y., & Holland, S. (2014). Reading acceleration training changes brain circuitry in children with reading difficulties. Brain and Behavior, 4(6), 886–902. doi: 10.1002/brb3.281(IF=3.21)

10. Horowitz-Kraus, T., Vannest, J. J., Gozdas, 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=2.9)

11. Kraus, D., & Horowitz-Kraus, T. (2014). The Effect of Learning on Feedback-Related Potentials in Adolescents with Dyslexia: An EEG-ERP Study. PLOS ONE, 9, e100486. doi: 10.1371/journal.pone.0100486 (IF=4.1)

12. Horowitz-Kraus, T., Cicchino, N., Amiel, 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=2.34)

13. Horowitz-Kraus, T., Wang, 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: 10.1016/j.brainres.2014.05.034 (IF=2.957).

14. Berman, S*., Cicchino, N., Hajinazarian, A*., Mescher, M*., Holland, S. K., & Horowitz-Kraus, T. (2014). An fMRI Study of a Dyslexia Biomarker. Journal of Young Scientists, 26, 1-4. http://www.jyi.org/issue/an-fmri-study-of-a-dyslexia-biomarker/

15. 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: 10.1177/0022219412453084. doi: 10.1177/0022219412453084 (IF=2.025)

16. 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 dx.doi.org/10.1016/j.neuropsychologia.2013.09.002 (IF=4.973)

17. 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. dx.doi.org/10.1016/j.brainres.2013.11.027 (IF=2.957)

18. Horowitz-Kraus, T. (2013). 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: 10.1177/1087054713502079 (IF=2.397)

19. Horowitz-Kraus, T. (2013). 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: 10.1177/1087054713488440 (IF=2.397)

20. Breznitz, Z., Shaul, S., Horowitz-Kraus, T., Sela, I., Nevat, M., & Karni, A. (2013). Enhanced reading by training with imposed time-constraint in typical and dyslexic adults. Nature Communications, 1486, doi:10.1038/ncomms2488 (IF=10.742)

21. 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=1.666)

22. 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 (IF=1.02)

23. 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=3.198)

24. Sela, 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.

25. 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=1.189)

26. 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=4.1)

27. 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=3.647)

Books and Chapters

28. Horowitz-Kraus, T., Holland, S. K., & Freund, L. (Accepted for publication). Imaging Executive Functions in Typically and Atypically Developed Children. In Executive Function in Preschool Age Children: Integrating Measurement, Neurodevelopment and Translational Research. APA Press

29. 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.