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.
General and Community Pediatrics
Neuroimaging; brain development; cognitive development; reading; dyslexia; reading difficulties; executive functions; attention; functional MRI; functional connectivity; EEG
Clinical Psychology, Reproductive Sciences, Communication Sciences, Reading and Literacy, Imaging
High screen use by children aged 12-36 months during the first COVID-19 lockdown was associated with parental stress and screen use. Acta Paediatrica: promoting child health. 2021; 110:2808-2809.
Higher maternal education is related to negative functional connectivity between attention system networks and reading-related regions in children with reading difficulties compared to typical readers. Brain Research. 2021; 1766:147532.
Neuro-Behavioral Correlates of Executive Dysfunctions in Dyslexia Over Development From Childhood to Adulthood. Frontiers in Psychology. 2021; 12:708863.
Maternal depression is associated with decreased functional connectivity within semantics and phonology networks in preschool children. Depression and Anxiety. 2021; 38:826-835.
Longer Screen Vs. Reading Time is Related to Greater Functional Connections Between the Salience Network and Executive Functions Regions in Children with Reading Difficulties Vs. Typical Readers. Child Psychiatry and Human Development. 2021; 52:681-692.
Development of an Eco-Biodevelopmental Model of Emergent Literacy Before Kindergarten: A Review. JAMA Pediatrics. 2021; 175:730-741.
Greater reading gain following intervention is associated with low magnetic resonance spectroscopy derived concentrations in the anterior cingulate cortex in children with dyslexia. Brain Research. 2021; 1759:147386.
Validation of The Reading House and Association With Cortical Thickness. Pediatrics. 2021; 147:e20201641.
The neural basis of executive functioning deficits in adolescents with epilepsy: a resting-state fMRI connectivity study of working memory. Brain Imaging and Behavior: an international journal. 2021; 15:166-176.
Maternal depression is associated with altered functional connectivity between neural circuits related to visual, auditory, and cognitive processing during stories listening in preschoolers. Behavioral and Brain Functions. 2020; 16:5.