Literaturnachweis - Detailanzeige
| Autor/inn/en | Wimmer, Heinz; Mayringer, Heinz; Landerl, Karin |
|---|---|
| Titel | The double-deficit hypothesis and difficulties in learning to read a regular orthography. |
| Quelle | In: Journal of educational psychology, 92 (2000) 4, S. 668-680Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0022-0663 |
| Schlagwörter | Längsschnittuntersuchung; Leseschwäche; Buchstabieren; Lese-Rechtschreib-Schwäche; Lesefertigkeit |
| Abstract | Conducted two longitudinal studies investigating the reading and spelling skills of German-speaking children at the beginning of school and approximately 3 years later. A total of 831 children (aged 5-8 years) participated in 1 of the 2 studies. Various tests were used to assess reading and spelling abilities, phonological awareness and naming speed. Together, the studies showed that phonological awareness deficits had no impact on phonological coding during word recognition, however they did affect orthographic spelling and foreign-word reading. In contrast, naming speed deficits influenced reading fluency, orthographic spelling, and foreign-word reading. The results suggest that early phases of literacy acquisition are less affected by phonological awareness than later phases. (ZPID). |
| Erfasst von | Leibniz-Institut für Psychologie, Trier |
| Update | 2005_(CD) |
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