Literaturnachweis - Detailanzeige
Autor/inn/en | Ackerman, Peggy T.; und weitere |
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Titel | ADD Students with and without Dyslexia Differ in Sensitivity to Rhyme and Alliteration. |
Quelle | In: Journal of Learning Disabilities, 23 (1990) 5, S.279-83Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
Schlagwörter | Attention Deficit Disorders; Auditory Perception; Dyslexia; Elementary Education; Error Patterns; Phonology; Rhyme; Spatial Ability Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Elementarunterricht; Fehlertyp; Fonologie; Reim; Räumliches Vorstellungsvermögen |
Abstract | Eighty-two elementary school children with attention deficit disorder (ADD) and dyslexia made more errors than 83 normally reading children with ADD on a test of rhyme and alliteration. A subgroup of dyslexic children who were sensitive to rhyme and alliteration scored higher than other dyslexic children on a test of spatial ability. (Author/DB) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |