@article{Kohnen2011,
  author    = {Kohnen, Saskia},
  title     = {Vernachl{\"a}ssigte Dyslexien},
  series = {Spektrum Patholinguistik},
  journal   = {Spektrum Patholinguistik},
  number    = {4},
  issn      = {1869-3822},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-54226},
  pages     = {75 -- 81},
  year      = {2011},
  language  = {de}
}
@article{KohnenNickelsGeigisetal.2018,
  author    = {Kohnen, Saskia and Nickels, Lyndsey and Geigis, Leonie and Coltheart, Max and McArthur, Genevieve and Castles, Anne},
  title     = {Variations within a subtype},
  series = {Cortex : a journal devoted to the study of the nervous system and behaviour},
  volume    = {106},
  journal   = {Cortex : a journal devoted to the study of the nervous system and behaviour},
  publisher = {Elsevier},
  address   = {Paris},
  issn      = {0010-9452},
  doi       = {10.1016/j.cortex.2018.04.008},
  pages     = {151 -- 163},
  year      = {2018},
  abstract  = {Surface dyslexia is characterised by poor reading of irregular words while nonword reading can be completely normal. Previous work has identified several theoretical possibilities for the underlying locus of impairment in surface dyslexia. In this study, we systematically investigated whether children with surface dyslexia showed different patterns of reading performance that could be traced back to different underlying levels of impairment. To do this, we tested 12 English readers, replicating previous work in Hebrew (Gvion \& Friedmann, 2013; 2016; Friedmann \& Lukov, 2008; Friedmann \& Gvion, 2016). In our sample, we found that poor irregular word reading was associated with deficits at the level of the orthographic input lexicon and with impaired access to meaning and spoken word forms after processing written words in the orthographic input lexicon. There were also children whose surface dyslexia seemed to be caused by impairments of the phonological output lexicon. We suggest that further evidence is required to unequivocally support a fourth pattern where the link between orthography and meaning is intact while the link between orthography and spoken word forms is not functioning. All patterns found were consistent with dual route theory while possible patterns of results, which would be inconsistent with dual route theory, were not detected. Crown Copyright (C) 2018 Published by Elsevier Ltd. All rights reserved.},
  language  = {en}
}
@misc{CostardStadieRitteretal.2011,
  author    = {Costard, Sylvia and Stadie, Nicole and Ritter, Christiane and Moll, Kristina and Landerl, Karin and Kohnen, Saskia and Kentner, Gerrit and Bethmann, Anja and Scheich, Henning and Brechmann, Andr{\´e} and De Kok, D{\"o}rte and Berger, Frauke and Sticher, Heike and Czepluch, Christine and M{\"a}tzener, Flurina and Wilmes, Stefanie and Hadert, Sandra and Frank, Ulrike and M{\"a}der, Mark and Westermann, Antje and Meinusch, Miriam and Neumann, Sandra and D{\"u}sterh{\"o}ft, Stefanie and Posse, Dorothea and Puritz, Caroline and Seidl, Rainer Ottis and Etzien, Maria and Machleb, Franziska and Lorenz, Antje and H{\"o}ger, Maria and Schr{\"o}der, Astrid and Busch, Tobias and Heide, Judith and Tagoe, Tanja and Watermeyer, Melanie and H{\"o}hle, Barbara and Kauschke, Christina},
  title     = {Spektrum Patholinguistik = Schwerpunktthema: Lesen lernen: Diagnostik und Therapie bei St{\"o}rungen des Leseerwerbs},
  number    = {4},
  editor    = {Hanne, Sandra and Fritzsche, Tom and Ott, Susan and Adelt, Anne},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  organization    = {Verband f{\"u}r Patholinguistik e. V. (vpl)},
  isbn      = {978-3-86956-145-5},
  issn      = {1869-3822},
  doi       = {10.25932/publishup-5155},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-53146},
  year      = {2011},
  abstract  = {Am 20. November 2010 fand an der Universit{\"a}t Potsdam das 4. Herbsttreffen Patholinguistik statt. Die Konferenzreihe wird regelm{\"a}ßig seit 2007 vom Verband f{\"u}r Patholinguistik e.V. (vpl) durchgef{\"u}hrt. Der vorliegende Tagungsband ver{\"o}ffentlicht die Hauptvortr{\"a}ge des Herbsttreffens zum Thema "Lesen lernen: Diagnostik und Therapie bei St{\"o}rungen des Leseerwerbs". Des Weiteren sind die Beitr{\"a}ge promovierender bzw. promovierter PatholinguistInnen sowie der Posterpr{\"a}sentationen enthalten.},
  language  = {de}
}
@misc{KrajenbrinkNickelsKohnen2015,
  author    = {Krajenbrink, Trudy and Nickels, Lyndsey and Kohnen, Saskia},
  title     = {Generalisation after treatment of acquired spelling impairments: A review},
  series = {Neuropsychological rehabilitation},
  volume    = {25},
  journal   = {Neuropsychological rehabilitation},
  number    = {4},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {0960-2011},
  doi       = {10.1080/09602011.2014.983135},
  pages     = {503 -- 554},
  year      = {2015},
  abstract  = {This paper provides a comprehensive review of treatment studies of acquired dysgraphia and the occurrence of generalisation after this treatment. The aim is to examine what determines the occurrence of generalisation by investigating the link between the level of impairment, the method of treatment, and the outcome of therapy. We present the outcomes of treatment with regard to generalisation in 40 treatment studies. We derive general principles of generalisation which provide us with a better understanding of the mechanism of generalisation: (1) Direct treatment effects on representations or processes; (2) interactive processing and summation of activation; and (3) strategies and compensatory skills. We discuss the implications of these findings for our understanding of the cognitive processes used for spelling. Finally, we provide suggestions for the direction of further research into this important area, as a better understanding of the mechanism of generalisation could maximise treatment effects for an individual with acquired dysgraphia.},
  language  = {en}
}
@misc{vonHagenKohnenStadie2020,
  author    = {von Hagen, Alexa and Kohnen, Saskia and Stadie, Nicole},
  title     = {Foreign language attainment of children/adolescents with poor literacy skills},
  series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {2},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-53977},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-539772},
  pages     = {32},
  year      = {2020},
  abstract  = {This systematic review investigated how successful children/adolescents with poor literacy skills learn a foreign language compared with their peers with typical literacy skills. Moreover, we explored whether specific characteristics related to participants, foreign language instruction, and assessment moderated scores on foreign language tests in this population. Overall, 16 studies with a total of 968 participants (poor reader/spellers:n = 404; control participants:n = 564) met eligibility criteria. Only studies focusing on English as a foreign language were available. Available data allowed for meta-analyses on 10 different measures of foreign language attainment. In addition to standard mean differences (SMDs), we computed natural logarithms of the ratio of coefficients of variation (CVRs) to capture individual variability between participant groups. Significant between-study heterogeneity, which could not be explained by moderator analyses, limited the interpretation of results. Although children/adolescents with poor literacy skills on average showed lower scores on foreign language phonological awareness, letter knowledge, and reading comprehension measures, their performance varied significantly more than that of control participants. Thus, it remains unclear to what extent group differences between the foreign language scores of children/adolescents with poor and typical literacy skills are representative of individual poor readers/spellers. Taken together, our results indicate that foreign language skills in children/adolescents with poor literacy skills are highly variable. We discuss the limitations of past research that can guide future steps toward a better understanding of individual differences in foreign language attainment of children/adolescents with poor literacy skills.},
  language  = {en}
}
@article{vonHagenKohnenStadie2020,
  author    = {von Hagen, Alexa and Kohnen, Saskia and Stadie, Nicole},
  title     = {Foreign language attainment of children/adolescents with poor literacy skills},
  series = {Educational psychology review},
  volume    = {33},
  journal   = {Educational psychology review},
  number    = {2},
  publisher = {Springer},
  address   = {New York},
  issn      = {1040-726X},
  doi       = {10.1007/s10648-020-09566-6},
  pages     = {459 -- 488},
  year      = {2020},
  abstract  = {This systematic review investigated how successful children/adolescents with poor literacy skills learn a foreign language compared with their peers with typical literacy skills. Moreover, we explored whether specific characteristics related to participants, foreign language instruction, and assessment moderated scores on foreign language tests in this population. Overall, 16 studies with a total of 968 participants (poor reader/spellers:n = 404; control participants:n = 564) met eligibility criteria. Only studies focusing on English as a foreign language were available. Available data allowed for meta-analyses on 10 different measures of foreign language attainment. In addition to standard mean differences (SMDs), we computed natural logarithms of the ratio of coefficients of variation (CVRs) to capture individual variability between participant groups. Significant between-study heterogeneity, which could not be explained by moderator analyses, limited the interpretation of results. Although children/adolescents with poor literacy skills on average showed lower scores on foreign language phonological awareness, letter knowledge, and reading comprehension measures, their performance varied significantly more than that of control participants. Thus, it remains unclear to what extent group differences between the foreign language scores of children/adolescents with poor and typical literacy skills are representative of individual poor readers/spellers. Taken together, our results indicate that foreign language skills in children/adolescents with poor literacy skills are highly variable. We discuss the limitations of past research that can guide future steps toward a better understanding of individual differences in foreign language attainment of children/adolescents with poor literacy skills.},
  language  = {en}
}