Research Fellow, Department of Learning Disabilities
Email: milasch@bgu.ac.il
Research Interests: Behavioral and ERP measurements of early sequential bilingual development with focus on inflectional morphology and lexical knowledge; Early bilingual education (Russian-Hebrew, Arabic-Hebrew); the independent effect of bi-literacy and tri-literacy, emergent literacy acquisition within bilingual context; at-risk children; learning disability intervention; Family language policy; Socio-linguistic factors in first and second language lexical knowledge.
Recent Publications:
Leikin, M., Share, D.L. & Schwartz, M. (2005). Difficulties in L2 Hebrew reading among Russian-speaking second graders. Reading and Writing, 18, 455-472.
Schwartz, M., Leikin, M. & Share, D. L. (2005). Bi-literate bilingualism versus mono-literate bilingualism: A longitudinal study of reading acquisition in Hebrew (L2) among Russian-speaking (L1) children. Written Language and Literacy, 8, 179-207.
Schwartz, M., Geva, E., Leikin, M. & Share, D. L. (2007). Learning to Read in English as L3: The Cross-linguistic Transfer of Phonological Processing Skills. Written Language and Literacy, 10 (1), 25-52.
Schwartz, M., Share, D. L., Leikin, M. & Kozminsky, E. (2008). On the benefits of bi-literacy: Just a head start in reading or specific orthographic insights? Reading and Writing, 21 (9), 907-927.
Schwartz, M. (2008). Exploring the relationship between family language policy and heritage language knowledge among second generation Russian-Jewish immigrants in Israel. Journal of Multilingual and Multicultural Development, 29 (5), 400-418.
Schwartz, M., Kozminsky, E. & Leikin, M. (2009). Socio-Linguistic Factors in Second Language Lexical Knowledge: The case of second generation children of Russian-Jewish immigrants in Israel. Language, Culture and Curriculum, 22 (1), 14-27.
Schwartz, M., Kozminsky, E. & Leikin, M. (2009). Towards a better understanding of the first language vocabulary knowledge: The case of second generation Russian-Jewish immigrants in Israel. Diaspora, Indigenous, and Minority Education: An International Journal, 3, 226-244.
Leikin, M., Schwartz, M. & Share, D. L. (2009). General and specific benefits of bi-literate bilingualism: A Russian-Hebrew study of beginning literacy learning. Reading and Writing.
Schwartz, M., Kozminsky, E. & Leikin, M. (2009). Delayed acquisition of irregular inflectional morphology in Hebrew in early sequential bilingualism. International Journal of Bilingualism, 13 (4).
Schwartz, M. (2010). Family language policy: Core issues of an emerging field. Applied Linguistics Review, 1 (1).
Schwartz, M., Moin, V. , Leikin, M. & Breitkopf, A. (2010). Immigrants’ Family Language Policy toward Children’s Preschool Bilingual Education: Parents’ Perspective. International Journal of Multilingualism.
Schwartz, M., Mor-Sommerfeld, A.& Leikin, M. (2010). Facing bilingual education: Majority-language teachers’ challenges and strategies. Language Awareness, 19 (3).
Moin, V., Schwartz, M. & Breitkopf, A. (2011). Balancing between heritage and host languages in bilingual kindergarten: Viewpoint of Russian-speaking immigrant parents in Germany and in Israel. European Early Childhood Education Research Journal, 19 (3).
Schwartz, M., Moin, V. & Leikin, M. (2011). Parents’ discourses about language strategies for the child’s preschool bilingual development. Diaspora, Indigenous, and Minority Education: An International Journal, 5 (3).
Kahn-Horwitz, J., Schwartz, M., & Share, D. L. (2010). Acquiring the complex English orthography: A Tri-literacy Advantage? Journal of Research in Reading, 34 (1), 136-1561.
Schwartz, M. & Katzir. T. (in press). Depth of Lexical Knowledge among Bilingual Children: The Impact of Schooling. Reading and Writing.
Moin, V., Breitkopf, A., & Schwartz, M. (in press). Teachers’ views on organizational and pedagogical approaches to early bilingual education: A case study of bilingual kindergartens in Germany and Israel. Teaching and Teacher Education.
