@article{CuadrovonHagenCostaBall2017,
  author    = {Cuadro, Ariel and von Hagen, Alexa and Costa Ball, Daniel},
  title     = {Procedural differences in the calculation of the prevalence of reading difficulties in Spanish-speaking school children},
  series = {Studies in psychology},
  volume    = {38},
  journal   = {Studies in psychology},
  number    = {1},
  publisher = {Routledge, Taylor Francis Group},
  address   = {Abingdon},
  issn      = {0210-9395},
  doi       = {10.1080/02109395.2016.1268388},
  pages     = {169 -- 197},
  year      = {2017},
  abstract  = {The prevalence of reading difficulties (RD) reflects controversial data ranging from 3.1-3.2\% to 17.5\%. Possible explanations are partly based on the incidence of orthography-specific factors influencing the reading process, but also on methodological differences that hinder comparison of the reported results. For this reason, the present study aims to analyse the prevalence of RD in a sample of 1,408 Spanish-speaking school children by comparing different ways of calculating the prevalence rate. The results reflect a prevalence of 2.2-5.3\%, consistent with data reported for predominantly transparent orthographies. Some of the procedures used to identify RD are more accurate in early school years than at more advanced moments of schooling. Furthermore, the consideration of students' sex when calculating the prevalence of RD seems to represent a more sensitive way of identifying students with RD.},
  language  = {es}
}
@article{GoetheEsserGendtetal.2012,
  author    = {Goethe, Katrin and Esser, G{\"u}nter and Gendt, Anja and Kliegl, Reinhold},
  title     = {Working memory in children tracing age differences and special educational needs to parameters of a formal model},
  series = {Developmental psychology},
  volume    = {48},
  journal   = {Developmental psychology},
  number    = {2},
  publisher = {American Psychological Association},
  address   = {Washington},
  issn      = {0012-1649},
  doi       = {10.1037/a0025660},
  pages     = {459 -- 476},
  year      = {2012},
  abstract  = {Parameters of a formal working-memory model were estimated for verbal and spatial memory updating of children. The model proposes interference though feature overwriting and through confusion of whole elements as the primary cause of working-memory capacity limits. We tested 2 age groups each containing 1 group of normal intelligence and I deficit group. For young children the deficit was developmental dyslexia; for older children it was a general learning difficulty. The interference model predicts less interference through overwriting but more through confusion of whole elements for the dyslexic children than for their age-matched controls. Older children exhibited less interference through confusion of whole elements and a higher processing rate than young children, but general learning difficulty was associated with slower processing than in the age-matched control group. Furthermore, the difference between verbal and spatial updating mapped onto several meaningful dissociations of model parameters.},
  language  = {en}
}
@misc{LeminenLehtonenBozicetal.2016,
  author    = {Leminen, Alina and Lehtonen, Minna and Bozic, Mirjana and Clahsen, Harald},
  title     = {Editorial: Morphologically Complex Words in the Mind/Brain},
  series = {Frontiers in human neuroscienc},
  volume    = {10},
  journal   = {Frontiers in human neuroscienc},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1662-5161},
  doi       = {10.3389/fnhum.2016.00047},
  pages     = {150 -- 160},
  year      = {2016},
  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}
}
@article{WyschkonSchulzGallitetal.2017,
  author    = {Wyschkon, Anne and Schulz, Franziska and Gallit, Finja Sunnyi and Poltz, Nadine and Kohn-Henkel, Juliane and Moraske, Svenja and Bond{\"u}, Rebecca and von Aster, Michael G. and Esser, G{\"u}nter},
  title     = {5-Jahres-Verlauf der LRS},
  series = {Zeitschrift f{\"u}r Kinder- und Jugendpsychiatrie und Psychotherapie},
  volume    = {46},
  journal   = {Zeitschrift f{\"u}r Kinder- und Jugendpsychiatrie und Psychotherapie},
  number    = {2},
  publisher = {Hogrefe},
  address   = {Bern},
  issn      = {1422-4917},
  doi       = {10.1024/1422-4917/a000535},
  pages     = {107 -- 122},
  year      = {2017},
  abstract  = {Fragestellung: Untersucht wird der Verlauf von Kindern mit Lese-Rechtschreibst{\"o}rungen (LRS) {\"u}ber gut 5 Jahre unter Ber{\"u}cksichtigung des Einflusses des Geschlechts der Betroffenen. Außerdem werden Auswirkungen der LRS auf das sp{\"a}tere Schriftsprachniveau und den Schulerfolg {\"u}berpr{\"u}ft. Methodik: Eingangs wurden 995 Sch{\"u}ler zwischen 6 und 16 Jahren untersucht. Ein Teil dieser Kinder ist nach 43 sowie 63 Monaten nachuntersucht worden. Eine LRS wurde diagnostiziert, wenn f{\"u}r das Lesen bzw. Rechtschreiben das doppelte Diskrepanzkriterium von 1.5 Standardabweichungen zur nonverbalen Intelligenz und dem Mittelwert der Klassenstufe erf{\"u}llt war und gleichzeitig keine Minderbegabung vorlag. Ergebnisse: Die LRS weist {\"u}ber einen Zeitraum von 63 Monaten eine hohe St{\"o}rungspersistenz von knapp 70 \% auf. Der 5-Jahres-Verlauf der mittleren Lese- und Rechtschreibleistungen wurde nicht vom Geschlecht beeinflusst. Trotz durchschnittlicher Intelligenz blieben die LRS-Sch{\"u}ler in der Schriftsprache mindestens eine Standardabweichung hinter durchschnittlich und etwa 0.5 Standardabweichungseinheiten hinter unterdurchschnittlich intelligenten Kindern zur{\"u}ck. Der Schulerfolg der LRS-Sch{\"u}ler glich dem unterdurchschnittlich intelligenter Kinder und fiel deutlich schlechter aus als bei durchschnittlich intelligenten Kontrollkindern. Schlussfolgerungen: Eine LRS stellt ein erhebliches Entwicklungsrisiko dar, was fr{\"u}hzeitige Diagnostik- und Therapiemaßnahmen erfordert. Daf{\"u}r sind reliable und im Hinblick auf die resultierenden Pr{\"a}valenzraten sinnvolle, allgemein anerkannte Diagnosekriterien essenziell.},
  language  = {de}
}