TY - GEN A1 - von Hagen, Alexa A1 - Kohnen, Saskia A1 - Stadie, Nicole T1 - Foreign language attainment of children/adolescents with poor literacy skills BT - a systematic review and meta-analysis T2 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe N2 - 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 847 KW - poor literacy KW - dyslexia KW - foreign language KW - bilingualism KW - meta-analysis Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-539772 SN - 1866-8364 IS - 2 ER - TY - JOUR A1 - von Hagen, Alexa A1 - Kohnen, Saskia A1 - Stadie, Nicole T1 - Foreign language attainment of children/adolescents with poor literacy skills BT - a systematic review and meta-analysis JF - Educational psychology review N2 - 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. KW - poor literacy KW - dyslexia KW - foreign language KW - bilingualism KW - meta-analysis Y1 - 2020 U6 - https://doi.org/10.1007/s10648-020-09566-6 SN - 1040-726X SN - 1573-336X VL - 33 IS - 2 SP - 459 EP - 488 PB - Springer CY - New York ER - TY - JOUR A1 - Pregla, Dorothea A1 - Lissón Hernández, Paula J. A1 - Vasishth, Shravan A1 - Burchert, Frank A1 - Stadie, Nicole T1 - Variability in sentence comprehension in aphasia in German JF - Brain & language : a journal of the neurobiology of language N2 - 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. KW - Aphasia KW - Sentence Comprehension KW - Variability KW - Test-retest reliability KW - Task demands KW - Canonicity and interference effects KW - Object manipulation KW - Sentence-picture matching KW - Self-paced listening KW - Adaptation Y1 - 2021 U6 - https://doi.org/10.1016/j.bl.2021.105008 SN - 0093-934X SN - 1090-2155 VL - 222 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Adelt, Anne A1 - Hanne, Sandra A1 - Stadie, Nicole T1 - Treatment of sentence comprehension and production in aphasia BT - is there cross-modal generalisation? JF - Neuropsychological rehabilitation N2 - 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. KW - Sentence comprehension KW - sentence production KW - cross-modal generalisation KW - aphasia treatment Y1 - 2016 U6 - https://doi.org/10.1080/09602011.2016.1213176 SN - 0960-2011 SN - 1464-0694 VL - 28 IS - 6 SP - 937 EP - 965 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Adelt, Anne A1 - Stadie, Nicole A1 - Lassotta, Romy A1 - Adani, Flavia A1 - Burchert, Frank T1 - Feature dissimilarities in the processing of German relative clauses in aphasia JF - Journal of neurolinguistics : an international journal for the study of brain function in language behavior and experience N2 - 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. KW - Aphasia KW - Relative clauses KW - Relativized Minimality KW - Sentence processing KW - Morpho-syntactic features KW - Eye tracking Y1 - 2017 U6 - https://doi.org/10.1016/j.jneuroling.2017.01.002 SN - 0911-6044 VL - 44 SP - 17 EP - 37 PB - Elsevier CY - Oxford ER - TY - JOUR A1 - Schröder, Astrid A1 - Burchert, Frank A1 - Stadie, Nicole T1 - Training-induced improvement of noncanonical sentence production does not generalize to comprehension: evidence for modality-specific processes JF - Cognitive neuropsychology N2 - 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. KW - syntactic processing of noncanonical sentences KW - sentence production KW - sentence comprehension KW - cross-modal generalization KW - aphasia treatment Y1 - 2015 U6 - https://doi.org/10.1080/02643294.2014.968535 SN - 0264-3294 SN - 1464-0627 VL - 32 IS - 3-4 SP - 195 EP - 220 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Stadie, Nicole A1 - Tabatabaie, Sia A1 - De Bleser, Ria A1 - Cholewa, Jürgen T1 - LeMo - an expert-system for the assessment of lexical and morphological impairments in aphasia Y1 - 1995 ER - TY - JOUR A1 - Springer, Lydia A1 - Burk, F. A1 - De Bleser, Ria A1 - Stadie, Nicole T1 - Oral and written naming in a multilingual aphasic patient Y1 - 1995 ER - TY - JOUR A1 - De Bleser, Ria A1 - Cholewa, Jürgen A1 - Stadie, Nicole A1 - Tabatabaie, Sia T1 - LeMo, an expert system for single case assessment of word processing impairments in aphasic patients Y1 - 1997 ER - TY - JOUR A1 - Schröder, Astrid A1 - Stadie, Nicole A1 - Postler, Jenny A1 - Lorenz, Antje A1 - Swoboda-Moll, Maria A1 - Burchert, Frank A1 - De Bleser, Ria T1 - Does training-induced improvement of noncanonical sentence production in agrammatic aphasia generalize to comprehension? : a multiple single case study Y1 - 2005 SN - 0093-934X ER -