A photo of Tzipi Horowitz-Kraus.

Scientific Director, Reading and Literacy Discovery Center

Director, Neurodevelopment of Reading and Dyslexia Lab

Associate Professor, UC Department of PediatricsAssistant Professor, Technion, Israeli Institute of Technology

513-803-5162

My Biography & Research

Biography

Tzipi Horowitz-Kraus, PhD, is an assistant professor in the Division of General and Community Pediatrics within the UC Department of Pediatrics and the program director of the newly formed Reading and Literacy Discovery Center at Cincinnati Children’s Hospital Medical Center. Dr. Horowitz-Kraus received her BS (2002) in Biology and her MS (2004) in Neurobiology from the department of Neurobiochemistry at Tel-Aviv University, Tel-Aviv, Israel. Dr. Horowitz-Kraus also received her MA (Summa Cum Laude, 2007) in the clinical program for diagnosis and treatment of learning disabilities and her PhD (2009) from the Edmond J. Safra Brain Center for the Study of Learning Disabilities at the University of Haifa in Israel. Her PhD focused on characterizing event-related potentials in children and adults with dyslexia and learning disabilities.

After her completion of her PhD, Dr. Horowitz-Kraus conducted post-doctoral research at the University of Haifa and was the leader of school-based projects in Israel. In this project, she determined behavioral and electroencephalographic measures following intervention programs for children with learning disabilities as well as studies aimed at developing objective measures to assess the effectiveness of interventions for children with reading difficulties.

In 2011, Dr. Horowitz-Kraus was awarded a Fulbright Scholarship and moved to the United States to join the Pediatric Neuroimaging Research Consortium at Cincinnati Children's to continue post-doctoral research using advanced neuroimaging tools including fMRI, DTI and EEG to better understand the role of executive functions in reading and in children with reading disabilities in order to develop more effective interventions.

Research Interests

Neuroimaging; brain development; cognitive development; reading; dyslexia; reading difficulties; executive functions; attention; functional MRI; functional connectivity; EEG

Academic Affiliation

Associate Professor, UC Department of PediatricsAssistant Professor, Technion, Israeli Institute of Technology

Divisions

General and Community Pediatrics, Clinical Psychology, Developmental and Behavioral Pediatrics, Reproductive Sciences, Communication Sciences, Reading and Literacy, Imaging



Blog Posts

15 Books Featuring Kids with Mental Health Challenges

BlogLearning and Growing

15 Books Featuring Kids with Mental Health Challenges

By Tzipi Horowitz-Kraus, PhD10/8/2018

My Education

PhD: University of Haifa, Haifa, Israel.

My Publications

Relationship Between Eye-Movement Patterns, Cognitive Load, and Reading Ability in Children with Reading Difficulties. Ozeri-Rotstain, A; Shachaf, I; Farah, R; Horowitz-Kraus, T. Journal of Psycholinguistic Research. 2020; 49:491-507.

Decreased Functional Connectivity Between the Left Amygdala and Frontal Regions Interferes With Reading, Emotional, and Executive Functions in Children With Reading Difficulties. Nachshon, O; Farah, R; Horowitz-Kraus, T. Frontiers in Human Neuroscience. 2020; 14.

Association between diffusivity measures and language and cognitive-control abilities from early toddler’s age to childhood. Farah, R; Tzafrir, H; Horowitz-Kraus, T. Brain Structure and Function. 2020; 225:1103-1122.

Maternal reading and fluency abilities are associated with diffusion properties of ventral and dorsal white matter tracts in their preschool-age children. Farah, R; Dudley, J; Hutton, J; Horowitz-Kraus, T. Brain and Cognition. 2020; 140:105532-105532.

Greater functional connectivity within the cingulo-opercular and ventral attention networks is related to better fluent reading: A resting-state functional connectivity study. Freedman, L; Zivan, M; Farah, R; Horowitz-Kraus, T. NeuroImage-Clinical. 2020; 26:102214-102214.

Differences in functional brain network connectivity during stories presented in audio, illustrated, and animated format in preschool-age children. Hutton, JS; Dudley, J; Horowitz-Kraus, T; DeWitt, T; Holland, SK. Brain Imaging and Behavior: an international journal. 2020; 14:130-141.

Associations between Screen-Based Media Use and Brain White Matter Integrity in Preschool-Aged Children. Hutton, JS; Dudley, J; Horowitz-Kraus, T; DeWitt, T; Holland, SK. JAMA Pediatrics. 2020; 174:e193869-e193869.

Children Use Regions in the Visual Processing and Executive Function Networks during a Subsequent Memory Reading Task. Farah, R; Coalson, RS; Petersen, SE; Schlaggar, BL; Horowitz-Kraus, T. Cerebral Cortex. 2019; 29:5180-5189.

Screen-exposure and altered brain activation related to attention in preschool children: An EEG study. Zivan, M; Bar, S; Jing, X; Hutton, J; Faraha, R; Horowitz-Kraus, T. Trends in Neuroscience and Education. 2019; 17:100117-100117.

Hyperconnectivity during screen-based stories listening is associated with lower narrative comprehension in preschool children exposed to screens vs dialogic reading: An EEG study. Farah, R; Meri, R; Kadis, DS; Hutton, J; DeWitt, T; Horowitz-Kraus, T. PLoS ONE. 2019; 14:e0225445-e0225445.