@article{vonAster2017,
  author    = {von Aster, Michael G.},
  title     = {Dyskalkulie},
  series = {Monatsschrift Kinderheilkunde : Organ der Deutschen Gesellschaft f{\"u}r Kinderheilkunde},
  volume    = {165},
  journal   = {Monatsschrift Kinderheilkunde : Organ der Deutschen Gesellschaft f{\"u}r Kinderheilkunde},
  publisher = {Springer},
  address   = {New York},
  issn      = {0026-9298},
  doi       = {10.1007/s00112-017-0289-x},
  pages     = {482 -- 489},
  year      = {2017},
  abstract  = {Hintergrund Ausgepr{\"a}gte Schwierigkeiten beim Erwerb der grundlegenden arithmetischen Fertigkeiten bei ansonsten durchschnittlichen Schulleistungen werden als Rechenst{\"o}rung oder Dyskalkulie bezeichnet. Davon betroffen sind etwa 5 \% der Grundsch{\"u}lerpopulation. Die Ursachen und die Symptome sind ebenso vielgestaltig wie die Methoden der differenziellen F{\"o}rderung und Therapie. Material und Methode Selektive Literaturrecherche zur Rechenst{\"o}rung aus verschiedenen mit dem Gegenstand befassten wissenschaftlichen Disziplinen. Ergebnisse Der Erwerb von F{\"a}higkeiten zur Zahlenverarbeitung und zum Rechnen wird als ein erfahrungsabh{\"a}ngiger neuroplastischer Reifungsprozess verstanden, der zu einem komplexen, spezialisierten neuronalen Netzwerk f{\"u}hrt und verschiedene kognitive Zahlenrepr{\"a}sentationen hervorbringt. Die Entwicklung dieser dom{\"a}nenspezifischen F{\"a}higkeiten ist abh{\"a}ngig von der Entwicklung dom{\"a}nen{\"u}bergreifender F{\"a}higkeiten, wie Aufmerksamkeit, Arbeitsged{\"a}chtnis, Sprache und visuell-r{\"a}umlichen F{\"a}higkeiten. St{\"o}rungen dieser Reifungsprozesse k{\"o}nnen in verschiedenen Entwicklungsstadien unterschiedliche Komponenten der Entwicklung dieses komplexen kognitiven Systems betreffen und sind daher im klinischen Erscheinungsbild vielgestaltig. Sonderp{\"a}dagogische, lerntherapeutische und ggf. medizinische Maßnahmen ben{\"o}tigen eine differenzielle Diagnostik und Indikationsstellung. Moderne computerbasierte Lernsoftware kann sowohl die schulische Didaktik als auch lerntherapeutische Vorgehensweisen unterst{\"u}tzen. Schlussfolgerung Fr{\"u}hzeitiges Erkennen sowie differenzielle und individualisierte F{\"o}rderung k{\"o}nnen die Gefahr des Auftretens sekund{\"a}rer emotionaler St{\"o}rungen mindern. Die Diagnostik und die Behandlung der Rechenst{\"o}rung sollten evidenzbasiert und leitlinienorientiert erfolgen sowie der Komplexit{\"a}t und Vielgestaltigkeit der Symptombildungen Rechnung tragen.},
  language  = {de}
}
@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}
}
@misc{RauscherKohnKaeseretal.2016,
  author    = {Rauscher, Larissa and Kohn, Juliane and K{\"a}ser, Tanja and Mayer, Verena and Kucian, Karin and McCaskey, Ursina and Esser, G{\"u}nter and von Aster, Michael G.},
  title     = {Evaluation of a computer-based training program for enhancing arithmetic skills and spatial number representation in primary school children},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {430},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-406727},
  pages     = {14},
  year      = {2016},
  abstract  = {Calcularis is a computer-based training program which focuses on basic numerical skills, spatial representation of numbers and arithmetic operations. The program includes a user model allowing flexible adaptation to the child's individual knowledge and learning profile. The study design to evaluate the training comprises three conditions (Calcularis group, waiting control group, spelling training group). One hundred and thirty-eight children from second to fifth grade participated in the study. Training duration comprised a minimum of 24 training sessions of 20 min within a time period of 6-8 weeks. Compared to the group without training (waiting control group) and the group with an alternative training (spelling training group), the children of the Calcularis group demonstrated a higher benefit in subtraction and number line estimation with medium to large effect sizes. Therefore, Calcularis can be used effectively to support children in arithmetic performance and spatial number representation.},
  language  = {en}
}
@article{HoeseWyschkonMoraskeetal.2016,
  author    = {H{\"o}se, Anna and Wyschkon, Anne and Moraske, Svenja and Eggeling, Marie and Quandte, Sabine and Kohn, Juliane and Poltz, Nadine and von Aster, Michael G. and Esser, G{\"u}nter},
  title     = {Prevention of dyslexia short-term and intermediate effects of promoting phonological awareness and letter-sound correspondence with at-risk preschool children},
  series = {Zeitschrift f{\~A}¼r Kinder- und Jugendpsychiatrie und Psychotherapie},
  volume    = {44},
  journal   = {Zeitschrift f{\~A}¼r Kinder- und Jugendpsychiatrie und Psychotherapie},
  publisher = {Hogrefe},
  address   = {Bern},
  issn      = {1422-4917},
  doi       = {10.1024/1422-4917/a000456},
  pages     = {377 -- 391},
  year      = {2016},
  abstract  = {Objective: This study assesses the short-term and intermediate effects of preschool training stimulating phonological awareness and letter-sound correspondence for children at risk of developing dyslexia. Moreover, we examined whether training reduced the frequency of subsequent dyslexic problems. Method: 25 children at risk of developing dyslexia were trained with Horen, Lauschen, Lernen 1 und 2 (Kuspert \& Schneider, 2008; Plume \& Schneider, 2004) by their kindergarten teachers and were compared with 60 untrained at-risk children. Results:The training revealed a significant short-term effect: The phonological awareness of trained at-risk children increased significantly over that of untrained at-risk children. However, there were no differences in phonological awareness, spelling, and reading ability between the first-graders in the training and control group. Furthermore, reading problems were reduced in the training group. Conclusions: In the future, phonological awareness as well as additional predictors should be included when identifying children vulnerable to developing dyslexia. Moreover, in order to prevent dyslexia, additional prerequisite deficits need to be identified, alleviated, and their effects evaluated.},
  language  = {de}
}
@article{RauscherKohnKaeseretal.2016,
  author    = {Rauscher, Larissa and Kohn, Juliane and K{\"a}ser, Tanja and Mayer, Verena and Kucian, Karin and McCaskey, Ursina and Esser, G{\"u}nter and von Aster, Michael G.},
  title     = {Evaluation of a Computer-Based Training Program for Enhancing Arithmetic Skills and Spatial Number Representation in Primary School Children},
  series = {Frontiers in psychology},
  volume    = {7},
  journal   = {Frontiers in psychology},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2016.00913},
  pages     = {14086 -- 14099},
  year      = {2016},
  abstract  = {Calcularis is a computer-based training program which focuses on basic numerical skills, spatial representation of numbers and arithmetic operations. The program includes a user model allowing flexible adaptation to the child's individual knowledge and learning profile. The study design to evaluate the training comprises three conditions (Calcularis group, waiting control group, spelling training group). One hundred and thirty-eight children from second to fifth grade participated in the study. Training duration comprised a minimum of 24 training sessions of 20 min within a time period of 6-8 weeks. Compared to the group without training (waiting control group) and the group with an alternative training (spelling training group), the children of the Calcularis group demonstrated a higher benefit in subtraction and number line estimation with medium to large effect sizes. Therefore, Calcularis can be used effectively to support children in arithmetic performance and spatial number representation.},
  language  = {en}
}
@unpublished{KaufmannMazzoccoDowkeretal.2013,
  author    = {Kaufmann, Liane and Mazzocco, Michele M. and Dowker, Ann and von Aster, Michael G. and Goebel, Silke M. and Grabner, Roland H. and Henik, Avishai and Jordan, Nancy C. and Karmiloff-Smith, Annette D. and Kucian, Karin and Rubinsten, Orly and Szucs, Denes and Shalev, Ruth and Nuerk, Hans-Christoph},
  title     = {Dyscalculia from a developmental and differential perspective},
  series = {Frontiers in psychology},
  volume    = {4},
  journal   = {Frontiers in psychology},
  number    = {2},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2013.00516},
  pages     = {5},
  year      = {2013},
  language  = {en}
}
@unpublished{KucianPlanggerO'Gormanetal.2013,
  author    = {Kucian, Karin and Plangger, Fabienne and O'Gorman, Ruth and von Aster, Michael G.},
  title     = {Operational momentum effect in children with and without developmental dyscalculia},
  series = {Frontiers in psychology},
  volume    = {4},
  journal   = {Frontiers in psychology},
  number    = {45},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2013.00847},
  pages     = {3},
  year      = {2013},
  language  = {en}
}
@article{KaeserBascheraKohnetal.2013,
  author    = {K{\"a}ser, Tanja and Baschera, Gian-Marco and Kohn, Juliane and Kucian, Karin and Richtmann, Verena and Grond, Ursina and Gross, Markus and von Aster, Michael G.},
  title     = {Design and evaluation of the computer-based training program Calcularis for enhancing numerical cognition},
  series = {Frontiers in psychology},
  volume    = {4},
  journal   = {Frontiers in psychology},
  number    = {31},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2013.00489},
  pages     = {13},
  year      = {2013},
  abstract  = {This article presents the design and a first pilot evaluation of the computer-based training program Calcularis for children with developmental dyscalculia (DD) or difficulties in learning mathematics. The program has been designed according to insights on the typical and atypical development of mathematical abilities. The learning process is supported through multimodal cues, which encode different properties of numbers. To offer optimal learning conditions, a user model completes the program and allows flexible adaptation to a child's individual learning and knowledge profile. Thirty-two children with difficulties in learning mathematics completed the 6-12-weeks computer training. The children played the game for 20 min per day for 5 days a week. The training effects were evaluated using neuropsychological tests. Generally, children benefited significantly from the training regarding number representation and arithmetic operations. Furthermore, children liked to play with the program and reported that the training improved their mathematical abilities.},
  language  = {en}
}
@article{KucianKohnHannulaSormunenetal.2012,
  author    = {Kucian, Karin and Kohn, Juliane and Hannula-Sormunen, Minna M. and Richtmann, Verena and Grond, Ursin and K{\"a}ser, Tanja and Esser, G{\"u}nter and von Aster, Michael G.},
  title     = {Kinder mit Dyskalkulie fokussieren spontan weniger auf Anzahligkeit},
  year      = {2012},
  language  = {de}
}