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Differences in counting skills between Chinese and German children are accompanied by differences in processing of approximate numerical magnitude information
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In: Frontiers in psychology 9 (2019), 8 S. (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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Phonological processing in children with specific reading disorder versus typical learners. Factor structure and measurement invariance in a transparent orthography
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In: The Journal of educational psychology 109 (2017) 5, S. 709-726 (2017)
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Arbeitsgedächtnis und Sprachentwicklungsstörungen. Bestandsaufnahme und Möglichkeiten der Diagnostik
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In: Sprachförderung und Sprachtherapie in Schule und Praxis 6 (2017) 3, S. 175-181 (2017)
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Differentiation of competence and affect self-perceptions in elementary school students. Extending empirical evidence
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In: European journal of psychology of education 30 (2015) 4, S. 405-419 (2015)
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Die Entwicklung des akademischen Selbstkonzeptes bei Grundschulkindern mit Lernschwierigkeiten
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In: Zeitschrift für Erziehungswissenschaft 18 (2015) 3, S. 513-526 (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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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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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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Haptische Wahrnehmungs- und Sprachentwicklungsleistungen bei Kindergarten- und Vorschulkindern ; Haptic perception and developmental language achievements in kindergarten and preschool children
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In: Praxis der Kinderpsychologie und Kinderpsychiatrie 50 (2001) 8, S. 640-648 (2001)
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Wie und warum verändert sich die Gedächtnisspanne über die Lebensspanne?
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In: Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie 20 (1988) 4, S. 322-337 (1988)
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Differentielle Bedingungsanalyse verbaler Gedächtnisleistungen bei Schulkindern
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Hasselhorn, Marcus. - : Lang, 1986. : Frankfurt am Main, 1986. : Bern, 1986. : New York, 1986. : pedocs-Dokumentenserver/DIPF, 1986
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In: Frankfurt am Main; Bern; New York : Lang 1986, VII, 318 S. - (Europäische Hochschulschriften : Reihe 6, Psychologie; 179) - (Zugl.: Heidelberg, Univ., Diss., 1986) (1986)
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