@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{PreglaLissonHernandezVasishthetal.2021,
  author    = {Pregla, Dorothea and Liss{\´o}n Hern{\´a}ndez, Paula J. and Vasishth, Shravan and Burchert, Frank and Stadie, Nicole},
  title     = {Variability in sentence comprehension in aphasia in German},
  series = {Brain \& language : a journal of the neurobiology of language},
  volume    = {222},
  journal   = {Brain \& language : a journal of the neurobiology of language},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {0093-934X},
  doi       = {10.1016/j.bl.2021.105008},
  pages     = {20},
  year      = {2021},
  abstract  = {An important aspect of aphasia is the observation of behavioral variability between and within individual participants. Our study addresses variability in sentence comprehension in German, by testing 21 individuals with aphasia and a control group and involving (a) several constructions (declarative sentences, relative clauses and control structures with an overt pronoun or PRO), (b) three response tasks (object manipulation, sentence-picture matching with/without self-paced listening), and (c) two test phases (to investigate test-retest performance). With this systematic, large-scale study we gained insights into variability in sentence comprehension. We found that the size of syntactic effects varied both in aphasia and in control participants. Whereas variability in control participants led to systematic changes, variability in individuals with aphasia was unsystematic across test phases or response tasks. The persistent occurrence of canonicity and interference effects across response tasks and test phases, however, shows that the performance is systematically influenced by syntactic complexity.},
  language  = {en}
}
@book{HanneVoelschStadie2022,
  author    = {Hanne, Sandra and V{\"o}lsch, Juliane and Stadie, Nicole},
  title     = {MOVE},
  publisher = {NAT},
  address   = {Hofheim am Taunus},
  isbn      = {978-3-929450-96-5},
  pages     = {350},
  year      = {2022},
  language  = {de}
}
@article{AdeltHanneStadie2016,
  author    = {Adelt, Anne and Hanne, Sandra and Stadie, Nicole},
  title     = {Treatment of sentence comprehension and production in aphasia},
  series = {Neuropsychological rehabilitation},
  volume    = {28},
  journal   = {Neuropsychological rehabilitation},
  number    = {6},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {0960-2011},
  doi       = {10.1080/09602011.2016.1213176},
  pages     = {937 -- 965},
  year      = {2016},
  abstract  = {Exploring generalisation following treatment of language deficits in aphasia can provide insights into the functional relation of the cognitive processing systems involved. In the present study, we first review treatment outcomes of interventions targeting sentence processing deficits and, second report a treatment study examining the occurrence of practice effects and generalisation in sentence comprehension and production. In order to explore the potential linkage between processing systems involved in comprehending and producing sentences, we investigated whether improvements generalise within (i.e., uni-modal generalisation in comprehension or in production) and/or across modalities (i.e., cross-modal generalisation from comprehension to production or vice versa). Two individuals with aphasia displaying co-occurring deficits in sentence comprehension and production were trained on complex, non-canonical sentences in both modalities. Two evidence-based treatment protocols were applied in a crossover intervention study with sequence of treatment phases being randomly allocated. Both participants benefited significantly from treatment, leading to uni-modal generalisation in both comprehension and production. However, cross-modal generalisation did not occur. The magnitude of uni-modal generalisation in sentence production was related to participants' sentence comprehension performance prior to treatment. These findings support the assumption of modality-specific sub-systems for sentence comprehension and production, being linked uni-directionally from comprehension to production.},
  language  = {en}
}
@article{AdeltStadieLassottaetal.2017,
  author    = {Adelt, Anne and Stadie, Nicole and Lassotta, Romy and Adani, Flavia and Burchert, Frank},
  title     = {Feature dissimilarities in the processing of German relative clauses in aphasia},
  series = {Journal of neurolinguistics : an international journal for the study of brain function in language behavior and experience},
  volume    = {44},
  journal   = {Journal of neurolinguistics : an international journal for the study of brain function in language behavior and experience},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0911-6044},
  doi       = {10.1016/j.jneuroling.2017.01.002},
  pages     = {17 -- 37},
  year      = {2017},
  abstract  = {The cross-linguistic finding of greater demands in processing object relatives as compared to subject relatives in individuals with aphasia and non-brain-damaged speakers has been explained within the Relativized Minimality approach. Based on this account, the asymmetry is attributed to an element intervening between the moved element and its extraction site in object relatives, but not in subject relatives. Moreover, it has been proposed that processing of object relatives is facilitated if the intervening and the moved elements differ in their internal feature structure. The present study investigates these predictions in German-speaking individuals with aphasia and a group of control participants by combining the visual world eye-tracking methodology with an auditory referent identification task. Our results provide support for the Relativized Minimality approach. Particularly, the degree of featural distinctness was shown to modulate the occurrence of the effects in aphasia. We claim that, due to reduced processing capacities, individuals with aphasia need a higher degree of featural dissimilarity to distinguish the moved from the intervening element in object relatives to overcome their syntactic deficit. (C) 2017 Elsevier Ltd. All rights reserved.},
  language  = {en}
}
@article{SchroederBurchertStadie2015,
  author    = {Schr{\"o}der, Astrid and Burchert, Frank and Stadie, Nicole},
  title     = {Training-induced improvement of noncanonical sentence production does not generalize to comprehension: evidence for modality-specific processes},
  series = {Cognitive neuropsychology},
  volume    = {32},
  journal   = {Cognitive neuropsychology},
  number    = {3-4},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {0264-3294},
  doi       = {10.1080/02643294.2014.968535},
  pages     = {195 -- 220},
  year      = {2015},
  abstract  = {The presence or absence of generalization after treatment can provide important insights into the functional relationship between cognitive processes. The aim of the present study was to investigate the relationship between the cognitive processes that underlie sentence comprehension and production in aphasia. Using data from seven participants who took part in a case-series intervention study that focused on noncanonical sentence production [Stadie et al. (2008). Unambiguous generalization effects after treatment of noncanonical sentence production in German agrammatism. Brain and Language, 104, 211-229], we identified patterns of impairments and generalization effects for the two modalities. Results showed (a) dissociations between sentence structures and modalities before treatment, (b) an absence of cross-modal generalization from production to comprehension after treatment, and (c), a co-occurrence of spared comprehension before treatment and generalization across sentence structures within production after treatment. These findings are in line with the assumption of modality-specific, but interacting, cognitive processes in sentence comprehension and production. More specifically, this interaction is assumed to be unidirectional, allowing treatment-induced improvements in production to be supported by preserved comprehension.},
  language  = {en}
}
@article{SchoeppeStadie2012,
  author    = {Sch{\"o}ppe, Doreen and Stadie, Nicole},
  title     = {Multiple phonologische Verarbeitungsf{\"a}higkeiten von Kindern mit Entwicklungsdyslexie},
  year      = {2012},
  language  = {de}
}
@article{HoegerStadieSchroeder2011,
  author    = {H{\"o}ger, Maria and Stadie, Nicole and Schr{\"o}der, Astrid},
  title     = {Wirksamkeit von semantischer Komplexit{\"a}t bei der Therapie von Wortabrufst{\"o}rungen? Eine Einzelfallstudie},
  year      = {2011},
  language  = {de}
}
@article{WestermannStadieFrank2011,
  author    = {Westermann, Antje and Stadie, Nicole and Frank, Ulrike},
  title     = {Messung der Atem-Schluck-Koordination w{\"a}hrend normalem Schluck und unter Anwendung des Mendelsohn- Man{\"o}vers},
  year      = {2011},
  language  = {de}
}
@article{Stadie2011,
  author    = {Stadie, Nicole},
  title     = {Entwicklungsdyslexie im Rahmen kognitiv-orientierter Erkl{\"a}rungs{\"a}tze},
  year      = {2011},
  language  = {de}
}
@article{BreitensteinStadie2010,
  author    = {Breitenstein, Sarah and Stadie, Nicole},
  title     = {Phonologische Verarbeitung bei Lese-Rechtschreib-Schw{\"a}che : Kinder aus der 1. bis 3. Klasse},
  year      = {2010},
  language  = {de}
}
@article{RohnkFrankStadie2010,
  author    = {Rohnk, Lucie and Frank, Ulrike and Stadie, Nicole},
  title     = {Sprechapraxie-Therapie und Komplexit{\"a}t},
  year      = {2010},
  language  = {de}
}
@article{ThiekeSchroederStadie2010,
  author    = {Thieke, Johanna and Schr{\"o}der, Astrid and Stadie, Nicole},
  title     = {Einfluss semantischer Komplexit{\"a}t bei der Behandlung von Wortfindungsst{\"o}rungen : eine Einzelfallstudie},
  year      = {2010},
  language  = {de}
}
@book{SchroederStadie2009,
  author    = {Schr{\"o}der, Caroline and Stadie, Nicole},
  title     = {Phonologische Verarbeitung bei kindlicher Aphasie : eine Einzelfallstudie},
  year      = {2009},
  language  = {de}
}
@book{StadieSchroeder2009,
  author    = {Stadie, Nicole and Schr{\"o}der, Astrid},
  title     = {Kognitiv orientierte Sprachtherapie : Methoden, Material und Evaluation f{\"u}r Aphasie, Dyslexie und Dysgraphie},
  series = {Therapie bei Aphasie},
  journal   = {Therapie bei Aphasie},
  publisher = {Urban Fischer Verlag - Nachschlagewerke},
  address   = {M{\"u}nchen},
  isbn      = {978-3-437-48520-6},
  pages     = {VIII, 234 S.},
  year      = {2009},
  language  = {de}
}
@article{CholewaDeBleserTabatabaieetal.1994,
  author    = {Cholewa, J{\"u}rgen and De Bleser, Ria and Tabatabaie, Sia and Stadie, Nicole},
  title     = {Das Programm PHONO : computergest{\"u}tzte Analyse expressiv-phonologischer Fehlleistungen},
  issn      = {0933-2715},
  year      = {1994},
  language  = {de}
}
@article{StadieCholewaDeBleseretal.1994,
  author    = {Stadie, Nicole and Cholewa, J{\"u}rgen and De Bleser, Ria and Tabatabaie, Sia},
  title     = {Das neurolinguistische Expertensystem LeMo : I. Theoretischer Rahmen und Konstruktionsmerkmale des Testteils Lexikon},
  issn      = {0933-2715},
  year      = {1994},
  language  = {de}
}
@article{StadieTabatabaieDeBleseretal.1995,
  author    = {Stadie, Nicole and Tabatabaie, Sia and De Bleser, Ria and Cholewa, J{\"u}rgen},
  title     = {LeMo - an expert-system for the assessment of lexical and morphological impairments in aphasia},
  year      = {1995},
  language  = {en}
}
@article{SpringerBurkDeBleseretal.1995,
  author    = {Springer, Lydia and Burk, F. and De Bleser, Ria and Stadie, Nicole},
  title     = {Oral and written naming in a multilingual aphasic patient},
  year      = {1995},
  language  = {en}
}
@phdthesis{Stadie1997,
  author    = {Stadie, Nicole},
  title     = {Neurolinguistische Untersuchungen zur Verarbeitung von Bildern und W{\"o}rtern : eine Einzelfallstudie bei langsam fortschreitender Aphasie bei Alzheimerscher Krankheit},
  series = {Mentale Sprachverarbeitung},
  volume    = {5},
  journal   = {Mentale Sprachverarbeitung},
  publisher = {Hochsch.-Verl.},
  address   = {Freiburg},
  isbn      = {3-8107-6405-1},
  pages     = {305 S.},
  year      = {1997},
  language  = {de}
}
@article{DeBleserCholewaStadieetal.1997,
  author    = {De Bleser, Ria and Cholewa, J{\"u}rgen and Stadie, Nicole and Tabatabaie, Sia},
  title     = {LeMo, an expert system for single case assessment of word processing impairments in aphasic patients},
  year      = {1997},
  language  = {en}
}
@article{StadieKeimDeBleser2003,
  author    = {Stadie, Nicole and Keim, R. and De Bleser, Ria},
  title     = {Aufgaben zur {\"U}berpr{\"u}fung phonologischen Wissens / phonologischer Bewußtheit (PhoWi)},
  year      = {2003},
  language  = {de}
}
@article{SchroederStadie2003,
  author    = {Schr{\"o}der, Astrid and Stadie, Nicole},
  title     = {Analyse des buchstabierenden Lesens bei Entwicklungsdyslexie},
  year      = {2003},
  abstract  = {Die vorliegende Studie untersucht die Lesefehler eines 10j{\"a}hrigen Jungen (OL) mit Entwicklungsdyslexie, der bei seinen Leseversuchen ausschließlich eine buchstabierende Lesestrategie anwendete. OL zeigte eine starke Beeintr{\"a}chtigung in der Entwicklung sowohl der lexikalischen und als auch der nichtlexikalischen Leseroute. Im Rahmen einer detaillierten Fehlerklassifikation wurden die Fehler beim nichtlexikalischen Lesen auf einzelne Subkomponenten der nichtlexikalischen Leseroute, des Parsers, Translators und Blenders (Temple, 1985) {\"u}bertragen. Die Mehrheit der Lesefehler von OL tauchte auf der Ebene des Blenders auf. Auslassungen vorher bereits benannter Grapheme stellten den h{\"a}ufigsten Fehlertyp dar. Die Beeintr{\"a}chtigung in der Entwicklung der Blendingf{\"a}higkeiten wird daher als haupts{\"a}chliche Ursache f{\"u}r OLs Unf{\"a}higkeit, eine nichtlexikalische Verarbeitungsstrategie aufzubauen, angesehen.},
  language  = {de}
}
@book{DeBleserCholewaStadieetal.2004,
  author    = {De Bleser, Ria and Cholewa, J{\"u}rgen and Stadie, Nicole and Tabatabaie, Sia},
  title     = {LEMO - Lexikon modellorientiert : Einzelfalldiagnostik bei Aphasie, Dyslexie und Dysgraphie [5 Bildb{\"a}nde, Handbuch und CD]},
  publisher = {Urban \& Fischer},
  address   = {M{\"u}nchen},
  isbn      = {3-437-47960-1},
  pages     = {getr. Z{\"a}hl.},
  year      = {2004},
  language  = {de}
}
@book{DeBleserCholewaStadieetal.2004,
  author    = {De Bleser, Ria and Cholewa, J{\"u}rgen and Stadie, Nicole and Tabatabaie, Sia and De Bleser, Ria},
  title     = {LEMO - Lexikon modellorientiert : Einzelfalldiagnostik bei Aphasie, Dyslexie und Dysgraphie ; Diagnostikband Benennen},
  publisher = {Urban \& Fischer},
  address   = {M{\"u}nchen},
  isbn      = {3-437-47960-1},
  pages     = {ca. 110 Bl.},
  year      = {2004},
  language  = {de}
}
@book{DeBleserCholewaStadieetal.2004,
  author    = {De Bleser, Ria and Cholewa, J{\"u}rgen and Stadie, Nicole and Tabatabaie, Sia},
  title     = {LEMO - Lexikon modellorientiert : Einzelfalldiagnostik bei Aphasie, Dyslexie und Dysgraphie ; Diagnostikband Sprachverst{\"a}ndnis},
  publisher = {Urban \& Fischer},
  address   = {M{\"u}nchen},
  isbn      = {3-437-47960-1},
  pages     = {[ca. 140 Bl.]},
  year      = {2004},
  language  = {de}
}
@book{DeBleserCholewaStadieetal.2004,
  author    = {De Bleser, Ria and Cholewa, J{\"u}rgen and Stadie, Nicole and Tabatabaie, Sia},
  title     = {LEMO - Lexikon modellorientiert : Einzelfalldiagnostik bei Aphasie, Dyslexie und Dysgraphie ; Diagnostikband Diskriminieren},
  publisher = {Urban \& Fischer},
  address   = {M{\"u}nchen},
  isbn      = {3-437-47960-1},
  pages     = {[ca. 160 Bl.]},
  year      = {2004},
  language  = {de}
}
@book{DeBleserCholewaStadieetal.2004,
  author    = {De Bleser, Ria and Cholewa, J{\"u}rgen and Stadie, Nicole and Tabatabaie, Sia},
  title     = {LEMO - Lexikon modellorientiert : Einzelfalldiagnostik bei Aphasie, Dyslexie und Dysgraphie ; Handbuch},
  publisher = {Urban \& Fischer},
  address   = {M{\"u}nchen},
  isbn      = {3-437-47960-1},
  pages     = {VIII, 137 S.},
  year      = {2004},
  language  = {de}
}
@book{DeBleserCholewaStadieetal.2004,
  author    = {De Bleser, Ria and Cholewa, J{\"u}rgen and Stadie, Nicole and Tabatabaie, Sia},
  title     = {LEMO - Lexikon modellorientiert : Einzelfalldiagnostik bei Aphasie, Dyslexie und Dysgraphie ; Diagnostikband Lexikalisches Entscheiden, Nachsprechen},
  publisher = {Urban \& Fischer},
  address   = {M{\"u}nchen},
  isbn      = {3-437-47960-1},
  pages     = {[ca. 180 Bl.]},
  year      = {2004},
  language  = {de}
}
@book{DeBleserCholewaStadieetal.2004,
  author    = {De Bleser, Ria and Cholewa, J{\"u}rgen and Stadie, Nicole and Tabatabaie, Sia},
  title     = {LEMO - Lexikon modellorientiert : Einzelfalldiagnostik bei Aphasie, Dyslexie und Dysgraphie ; Diagnostikband Lesen, Schreiben},
  publisher = {Urban \& Fischer},
  address   = {M{\"u}nchen},
  isbn      = {3-437-47960-1},
  pages     = {[ca. 400 Bl.]},
  year      = {2004},
  language  = {de}
}
@article{SchroederStadiePostleretal.2005,
  author    = {Schr{\"o}der, Astrid and Stadie, Nicole and Postler, Jenny and Lorenz, Antje and Swoboda-Moll, Maria and Burchert, Frank and De Bleser, Ria},
  title     = {Does training-induced improvement of noncanonical sentence production in agrammatic aphasia generalize to comprehension? : a multiple single case study},
  issn      = {0093-934X},
  year      = {2005},
  language  = {en}
}
@article{StadieRilling2006,
  author    = {Stadie, Nicole and Rilling, Eva},
  title     = {Evaluation of lexically and nonlexically based reading treatment in a deep dyslexic},
  doi       = {10.1080/02643290500538364},
  year      = {2006},
  abstract  = {The aim of the single case study was to evaluate two different treatment procedures to improve reading skills with a German-speaking deep dyslexic. Generally, in treatment studies for deep dyslexia, retraining of grapheme-phoneme correspondences is described, but hardly any treatment focuses on reactivating residual functions of the semantic- lexical route. This strategy was explored here with an experimentally presented priming paradigm, to implicitly strengthen residual skills of lexical access with semantically/phonologically related primes (lexically based treatment). In contrast, grapheme-phoneme associations and blending were explicitly relearned during a nonlexically based treatment. Stimuli were controlled for part of speech, word length, and frequency. A cross-over design to identify item- and treatment-specific effects for both procedures was applied. Results indicate positive outcomes with respect to treatment-specific effects for both procedures, generalization to untrained items, and a transfer task after the nonlexically based procedure. All effects remained stable in the follow-up assessment. Implications for theoretically/ empirically generated expectations about treatment outcomes are discussed},
  language  = {en}
}