| English as a foreign language teachers’ perceptions regarding their pedagogical-technological knowledge and its implementation in distance learning during COVID-19 T Meirovitz, S Russak, A Zur Heliyon 8 (4), 2022 | 71 | 2022 |
| English as a foreign language spelling: Comparisons between good and poor spellers S Russak, J Kahn‐Horwitz Journal of Research in Reading 38 (3), 307-330, 2015 | 53 | 2015 |
| Do inclusion practices for pupils with special educational needs in the English as a foreign language class in Israel reflect inclusion laws and language policy requirements? S Russak International Journal of Inclusive Education 20 (11), 1188-1203, 2016 | 48 | 2016 |
| Phonological awareness in Hebrew (L1) and English (L2) in normal and disabled readers S Russak, E Saiegh-Haddad Reading and Writing 24, 427-442, 2011 | 45 | 2011 |
| University graduates with learning disabilities define success and the factors that promote it S Russak, AD Hellwing International Journal of Disability, Development and Education 66 (4), 409-423, 2019 | 36 | 2019 |
| Do kindergarten teachers possess adequate knowledge of basic language constructs to teach children to read English as a foreign language? RKS Wong, S Russak Annals of Dyslexia 70 (1), 79-93, 2020 | 18 | 2020 |
| Spelling development in Arabic as a foreign language among native Hebrew speaking pupils S Russak, A Fragman Reading and Writing 27, 359-381, 2014 | 16 | 2014 |
| The contribution of cognitive and linguistic skills in L1 and EFL to English spelling among native speakers of Arabic and Hebrew S Russak Cognitive Development 55, 100924, 2020 | 14 | 2020 |
| A follow-up study of graduates with learning disabilities from a college of education: Impact of the disability on personal and professional life S Russak, A Daniel Hellwing Australian Journal of Learning Difficulties 20 (2), 185-200, 2015 | 13 | 2015 |
| Hong Kong Cantonese L1 preschool children’s name writing in English L2 KSR Wong, S Russak Cognitive Development 56, 100957, 2020 | 12 | 2020 |
| Phonological awareness errors mirror underlying phonological representations: Evidence from Hebrew L1–English L2 adults S Russak, E Saiegh-Haddad Second Language Research 33 (4), 459-482, 2017 | 11 | 2017 |
| The development of grapho-phonemic representations among native Hebrew speakers learning Arabic as a foreign language S Russak, A Fragman Handbook of Arabic literacy: Insights and perspectives, 381-393, 2014 | 9 | 2014 |
| How can a fine-grained analysis of spelling errors inform our understanding of the development of spelling in EFL? S Russak Written Language & Literacy 25 (1), 67-98, 2022 | 7 | 2022 |
| A qualitative analysis of spelling errors in Arabic as a foreign language among native Hebrew speaking students A Fragman, S Russak Teaching and learning the Arabic language, 103-114, 2010 | 7 | 2010 |
| A study of literacy acquisition in English as a foreign language amongst native Hebrew and Arabic speaking pupils S Russak International Journal of Bilingual Education and Bilingualism, 2021 | 6 | 2021 |
| Spelling errors by Spanish children when writing in English as a foreign language C Hevia-Tuero, S Russak, P Suárez-Coalla Reading and Writing 36 (7), 1797-1820, 2023 | 5 | 2023 |
| Cognitive and linguistic skills associated with cross-linguistic transfer in the production of oral narratives in English as a foreign language by Arabic-and Hebrew-speaking … S Russak, E Zaretsky Frontiers in Psychology 12, 664152, 2021 | 5 | 2021 |
| What do phonological segmentation errors tell us about phonological representations S Russak, E Saiegh-Haddad Second Lang. Res 34, 1-14, 2017 | 5 | 2017 |
| The contribution of phonological awareness to literacy acquisition in English as a foreign language: Cross-linguistic implications S Russak Perspectives 39 (1), 17-22, 2013 | 3 | 2013 |
| Reading and spelling processes in EFL amongst Hebrew and Arabic speakers of differing ability levels: Similarities and differences S Russak Writing Systems Research 11 (2), 110-123, 2019 | 2 | 2019 |
