The prediction of early reading and spelling difficulties: Phonological deficits as predictors;Die vorhersage früher lese- und rechtschreibschwierigkeiten: Phonologische schwächen als prädiktoren

Zeitschrift fur Entwicklungspsychologie und Padagogische Psychologie

Volumn 30, Issue 2, 1998, Pages 57-69

  Mayringer, Heinz ^a   Wimmer, Heinz ^a   Landerl, Karin ^a  

^a UNIVERSITY OF SALZBURG   (Austria)

Author keywords

Phonological deficits; Prediction study; Reading and spelling

Indexed keywords

EID: 0032388585     PISSN: 00498637     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (49)

1. American Psychiatric Association (1996). Diagnostisches und Statistisches Manual Psychischer Störungen - DSM-IV (Deutsche Bearbeitung und Einführung von Saß, H., Wittchen, H.-U. & Zaudig, M.). Göttingen: Hogrefe.
2. Bradley, L. & Bryant, P. (1985). Rhyme and reason in reading and spelling. Ann Arbor, MI: University of Michigan Press.
3. Brady, S., Mann, V. & Schmidt, R. (1987). Errors in short-term memory for good and poor readers. Memory and Cognition, 15, 444-453.
4. Bryant, P. E., MacLean, M., Bradley, L. L. & Crossland, J. (1990). Rhyme and alliteration, phoneme detection, and learning to read. Developmental Psychology, 26, 429-438.
5. Catts, H. W. (1991). Phonological processing deficits and reading disability. In A. G. Kamhi & H. W. Catts (Eds.), Reading disabilities: A developmental language perspective (pp. 67-132). Boston et al.: Allyn and Bacon.
6. Denckla, M. B. & Rudel, R. G. (1976). Rapid 'automatized' naming: Dyslexia differentiated from other learning disabilities. Neuropsychologia, 14, 471-479.
7. Ehri, L. C. (1992). Reconceptualizing the development of sight word reading and its relationship to recoding. In P. Gough, L. C. Ehri & R. Treiman (Eds.), Reading acquisition (pp. 107-143). Hillsdale, NJ: Erlbaum.
8. Elbro, C., Borstrøm, I. & Petersen, D. K. (in press). Predicting dyslexia from kindergarten: The importance of distinctness of phonological representation of lexical items. Reading Research Quarterly.
9. Felton, R. H. (1992). Early identification of children at risk for reading disabilities. Topics in Early Childhood Special Education, 12, 212-229.
10. Fowler, A. & Liberman, I. Y. (1995). Morphological awareness as related to early reading and spelling ability. In L. Feldman (Ed.), Morphological aspects of language processing (pp. 157-188). Hillsdale, NJ: Erlbaum.
11. Gathercole, S. E. & Baddeley, A. D. (1993). Phonological working memory: A critical building block for reading development and vocabulary acquisition? European Journal of Psychology of Education, 8, 259-272.
12. Gathercole, S. E., Willis, C. S., Baddeley, A. D. & Emslie, H. (1994). The children's test of nonword repetition: A test of phonological working memory. Memory, 2, 103-127.
13. Hurford, D. P., Schauf, J. D., Bunce, L., Blaich, T. & Moore, K. (1994). Early identification of children at risk for reading disabilities. Journal of Learning Disabilities, 27, 371-382.
14. Huttenlocher, J. & Cohen Levine, S. (1990). Primary Test of Cognitive Skills. Monerey, CA: Macmillan/McGraw-Hill.
15. Jansen, H. (1992). Untersuchungen zur Entwicklung lautsynthetischer Verarbeitungsprozesse im Vorschul- und frühen Grundschulalter. Egelsbach: Hänsel-Hohenhausen.
16. Jansen, H., Mannhaupt, G. & Marx, H. (1993). Probleme bei der Übertragbarkeit angloamerikanischer Entwicklungsmodelle des Lesens und Rechtschreibens auf deutschsprachige Schulkinder. In R. Bromme & H. Bauersfeld (Hrsg.), Bildung und Aufklärung: Studien zur Rationalität des Lehrens und Lernens (S. 69-88). Münster: Waxmann.
17. Klicpera, C. & Gasteiger-Klicpera, B. (1993). Lesen und Schreiben - Entwicklung und Schwierigkeiten: Die Wiener Längsschnittuntersuchungen über die Entwicklung, den Verlauf und die Ursachen von Lese- und Schreibschwierigkeiten in der Pflichtschulzeit. Bern: Huber.
18. Klicpera, C. & Gasteiger-Klicpera, B. (1995). Psychologie der Lese- und Schreibschwierigkeiten: Entwicklung, Ursachen, Förderung. Weinheim: Psychologie Verlags Union.
19. Landerl, K. (1996). Legasthenie in Deutsch und Englisch. Frankfurt am Main: Peter Lang.
20. Landerl, K., Linortner, R. & Wimmer, H. (1992). Phonologische Bewußtheit und Schriftspracherwerb im Deutschen. Zeitschrift für Pädagogische Psychologie, 6, 17-33.
21. Landerl, K. & Wimmer, H. (1994). Phonologische Bewußtheit als Prädiktor für Lese- und Schreibfertigkeiten in der Grundschule. Zeitschrift für Pädagogische Psychologie, 8, 153-164.
22. Landerl, K., Wimmer, H. & Frith, U. (1997). The impact of orthographic consistency on dyslexia: A German-English comparison. Cognition, 63, 315-334.
23. Mann, V. A. (1991). Phonological abilities: Effective predictors of future reading ability. In L. Rieben & C. A. Perfetti (Eds.), Learning to read (pp. 121-133). Hillsdale, NJ: Erlbaum.
24. Marx, H. (1989). Zeitliche Ausgangspunkte und ihre Auswirkungen auf Anlage und Aussage von Längsschnittstudien zur frühen Identifikation und Prädiktion von Lese-Rechtschreibschwierigkeiten. Universität Bielefeld: SFB 227, Vordruck Nr. 22.
25. Marx, H. (1992). Vorhersage von Lese-Rechtscheib-Schwierigkeiten in Theorie und Anwendung. Unveröffentlichte Habilitationsschrift, Universität Bielefeld.
26. Marx, H., Jansen, H., Mannhaupt, G. & Skowronek, H. (1993). Prediction of difficulties in reading and spelling on the basis of the Bielefeld Screenning. In H. Grimm & H. Skowronek (Eds.), Language acquisition problems and reading disorders: Aspects of diagnosis and intervention (pp. 219-241). Berlin: Walter de Gruyter.
27. McDougall, S., Hulme, C., Ellis, A. & Monk, A. (1994). Learning to read: The role of short-term memory and phonological skills. Journal of Experimental Child Psychology, 58, 112-133.
28. Pennington, B. F. (1991). Diagnosing learning disorders: A neuropsychological framework. New York: Guilford.
29. Perfetti, C. A. (1992). The representation problem in reading acquisition. In P. Gough, L. C. Ehri & R. Treiman (Eds.), Reading acquisition (pp. 145-174). Hillsdale, NJ: Erlbaum.
30. Scarborough, H. S. (1997, March). A comparison of predictor strengths in 62 research samples. Paper presented at the Fourth Annual Meeting of the Society for the Scientific Study of Reading, Chicago.
31. Schneider, W. & Näslund, J. C. (1993). The impact of early metalinguistic competencies and memory capacity on reading and spelling in elementary school: Results of the Munich Longitudinal Study on the Genesis of Individual Competencies (LOGIC). European Journal of Psychology of Education, 8, 273-287.
32. Shankweiler, D., Crain, S., Katz, L., Fowler, A. E., Liberman, A. M., Brady, S. A., Thornton, R., Lundquist, E., Dreyer, L., Fletcher, J. M., Stuebing, K. K., Shaywitz, S. E. & Shaywitz, B. A. (1995). Cognitive profiles of reading-disabled children: Comparison of language skills in phonology, morphology, and syntax. Psychological Science, 6, 149-156.
33. Share, D. L. (1994). Deficient phonological processing in disabled readers implicates processing deficits beyond the phonological module. In K. P. van den Bos, L. S. Siegel, D. J. Bakker & D. L. Share (Eds.), Current directions in dyslexia research (pp. 149-167). Lisse: Swets & Zeitlinger.
34. Shaywitz, S. E. (1997, Januar). Legasthenie - gestörte Lautverarbeitung. Spektrum der Wissenschaft, 68-76.
35. Snowling, M., Goulandris, N., Bowlby, M. & Howell, P. (1986). Segmentation and speech perception in relation to reading skill: A developmental analysis. Journal of Experimental Child Psychology, 41, 489-507.
36. Stanovich, K. E. (1994). Annotation: Does dyslexia exist? Journal of Child Psychology and Psychiatry, 35, 579-595.
37. Stuart, M. & Masterson, J. (1992). Patterns of reading and spelling in 10-year-old children related to prereading phonological abilities. Journal of Experimental Child Psychology, 54, 168-187.
38. Torgesen, J., Burgess, S., Wagner, R. & Rashotte, C. (1996, April). Predicting phonologically based reading disabilities: What is gained by waiting a Year? Paper presented at the Annual Meeting of the Society for the Scientific Study of Reading, New York.
39. Wagner, R. K. & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192-212.
40. Wagner, R. K., Torgesen, J. K. & Rashotte, C. A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30, 73-87.
41. Wagner, R. K., Torgesen, J. K., Rashotte, C. A., Hecht, S. A., Barker, T. A., Burgess, S. R., Donahue, J. & Garon, T. (1997). Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study. Developmental Psychology, 33, 468-479.
42. Weltgesundheitsorganisation (1993). Internationale Klassifikation psychischer Störungen - ICD-10, Kapitel V (F), Klinisch-diagnostische Leitlinien (übersetzt und herausgegeben von Dilling, H., Mombour, W. & Schmidt, M. H.). Bern: Hans Huber.
43. Wimmer, H. (1993). Characteristics of developmental dyslexia in a regular writing system. Applied Psycholinguistics, 14, 1-33.
44. Wimmer, H. (1996a). The early manifestation of developmental dyslexia: Evidence from German children. Reading and Writing, 8, 171-188.
45. Wimmer, H. (1996b). The nonword reading deficit in developmental dyslexia: Evidence from children learning to read German. Journal of Experimental Child Psychology, 61, 80-90.
46. Wimmer, H. & Goswami, U. (1994). The influence of orthographic consistency on reading development: Word recognition in English and German children. Cognition, 51, 91-103.
47. Wimmer, H., Landerl, K., Linortner, R. & Hummer, P. (1991). The relationship of phonemic awareness to reading acquisition: More consequence than precondition but still important. Cognition, 40, 219-249.
48. Wimmer, H., Landerl, K. & Schneider, W. (1994). The role of rhyme awareness in learning to read a regular orthography. British Journal of Developmental Psychology, 12, 469-484.
49. Wimmer, H., Zwicker, T. & Gugg, D. (1991). Schwierigkeiten beim Lesen und Schreiben in den ersten Schuljahren: Befunde zur Persistenz und Verursachung. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 23, 280-298.