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Developmental trajectories of phonological information processing in upper elementary students with reading or spelling disabilities
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In: Reading research quarterly 56 (2021) 1, S. 143-171 (2020)
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Cross-curricular analysis of picture books in the fifth grade of primary school: a case study ; Medpredmetna obravnava slikanice v petem razreduosnovne sole (studija primera)
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In: CEPS Journal 10 (2020) 4, S. 165-185 (2020)
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Do students' language backgrounds explain achievement differences in the Luxembourgish education system?
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In: Ethnicities 19 (2019) 6, S. 1202-1228 (2019)
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Development of working memory from grade 3 to 5. Differences between children with and without mathematical learning difficulties
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In: International journal of disability, development and education 65 (2018) 5, S. 509-525 (2018)
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Strukturorientiertes Rechtschreiblernen. Ergebnis einer Interventionsstudie zur Wortschreibung in Klasse 5 mit Blick auf schwache Lerner/-innen
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In: Didaktik Deutsch : Halbjahresschrift für die Didaktik der deutschen Sprache und Literatur 23 (2018) 45, S. 29-49 (2018)
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Sprachkompetenz als Prädiktor mathematischer Kompetenzentwicklung von Kindern deutscher und nicht-deutscher Familiensprache
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In: Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie 48 (2016) 1, S. 27-41 (2016)
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Summer activities and vocabulary development. Relationships across middle childhood and adolescence
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In: International journal for research on extended education : IJREE 3 (2015) 1, S. 71-93 (2015)
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In search of methods enhancing fluency in reading. An examination of the relations between time constraints and processes of reading in readers of German
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In: Journal of experimental child psychology 140 (2015), S. 140-157 (2015)
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Abstract:
The attainment of fluency in reading is a major difficulty for reading-disabled people. Manipulations applied on the presentation of texts, leading to "on-line" effects on reading (i.e., while texts are manipulated), are one direction of examinations in search of methods affecting reading. The imposing of time constraints, by deleting one letter after the other from texts presented on a computer screen, has been established as such a method. In an attempt to further understand its nature, we tested the relations between time constraints and processes of reading: phonological decoding of small orthographic units and the addressing of orthographic representations from the mental lexicon. We also examined whether the type of orthographic unit deleted (lexical, sublexical, or nonlexical unit) has any additional effect. Participants were German fifth graders with (n = 29) or without (n = 34) reading disability. Time constraints enhanced fluency in reading in both groups, and to a similar extent, across conditions. Comprehension was unimpaired. These results place the very principle of time constraints, regardless of the orthographic unit manipulated, as a critical factor affecting fluency in reading. However, phonological decoding explained a significant amount of variance in fluency in reading across all conditions in reading-disabled children, whereas the addressing of orthographic representations was the consistent predictor of fluency in reading in regular readers. These results indicate a qualitative difference in the processes explaining the variance in fluency in reading in regular and reading-disabled readers and suggest that time constraints might not have an effect on the relations between these processes and reading performance. (DIPF/Orig.)
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Keyword:
Cognitive competence; Computerunterstütztes Verfahren; ddc:370; Deutschland; Dysorthography; Education; Empirische Bildungsforschung; Erziehung; Experiment; Frankfurt a.M; Germany; Kognitive Kompetenz; Lesegeschwindigkeit; Lesestörung; Lesetest; Pädagogische Psychologie; Pupil; Pupils; Reading Efficiency; Reading speed; Reading tests; Rechtschreibschwäche; Rechtschreibtest; School year 05; Schüler; Schul- und Bildungswesen; Schuljahr 05; Vocabulary; Wortschatz
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URL: https://www.pedocs.de/volltexte/2019/17875/
http://nbn-resolving.de/urn:nbn:de:0111-pedocs-178751
https://www.pedocs.de/volltexte/2019/17875/pdf/Bar-Kochva_2015_enhancing_fluency_in_reading_A.pdf
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| 9 |
What is not working in working memory of children with literacy disorders? Evidence from a three-year-longitudinal study
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In: Reading and writing 27 (2014) 2, S. 267-286 (2014)
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Zur Entwicklung morphologischer Bewusstheit und basaler Lesefähigkeiten durch die Arbeit an Wort-(bildungs)strukturen. Erste Ergebnisse einer Interventionsstudie
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In: Didaktik Deutsch : Halbjahresschrift für die Didaktik der deutschen Sprache und Literatur 19 (2014) 36, S. 43-63 (2014)
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| 11 |
Native language self-concept and reading self-concept. Same or different?
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In: The journal of experimental education 82 (2014) 2, S. 229-252 (2014)
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Förderung von Sprach(lern)bewusstheit und Sprach(lern)kompetenz durch germanische Interkomprehensionsansätze
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In: Morys, Nancy [Hrsg.]; Kirsch, Claudine [Hrsg.]; de Saint-Georges, Ingrid [Hrsg.]; Gretsch, Gérard [Hrsg.]: Lernen und Lehren in multilingualen Kontexten. Zum Umgang mit sprachlich-kultureller Diversität im Klassenraum. Frankfurt, M. : Lang 2014, S. 31-45. - (Sprache, Mehrsprachigkeit und sozialer Wandel. Language. Multilinguism and Social Change. Langue, multilinguisme et changement social; 22) (2014)
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Der Wortschatz als Schaltstelle des schulischen Spracherwerbs
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In: Didaktik Deutsch : Halbjahresschrift für die Didaktik der deutschen Sprache und Literatur 14 (2009) 27, S. 33-52 (2009)
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