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 - Kohnen, Saskia A1 - Nickels, Lyndsey A1 - Geigis, Leonie A1 - Coltheart, Max A1 - McArthur, Genevieve A1 - Castles, Anne T1 - Variations within a subtype BT - Developmental surface dyslexias in English JF - Cortex : a journal devoted to the study of the nervous system and behaviour N2 - 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. KW - Reading difficulties KW - Proximal causes KW - Dissociations KW - Development Y1 - 2018 U6 - https://doi.org/10.1016/j.cortex.2018.04.008 SN - 0010-9452 SN - 1973-8102 VL - 106 SP - 151 EP - 163 PB - Elsevier CY - Paris ER - TY - JOUR A1 - Krajenbrink, Trudy A1 - Nickels, Lyndsey A1 - Kohnen, Saskia T1 - Generalisation after treatment of acquired spelling impairments: A review JF - Neuropsychological rehabilitation N2 - 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. KW - Generalisation KW - Spelling KW - Treatment KW - Acquired dysgraphia Y1 - 2015 U6 - https://doi.org/10.1080/09602011.2014.983135 SN - 0960-2011 SN - 1464-0694 VL - 25 IS - 4 SP - 503 EP - 554 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Kohnen, Saskia T1 - Vernachlässigte Dyslexien BT - Visuell-orthographische Verarbeitung bei Entwicklungsdyslexie JF - Spektrum Patholinguistik Y1 - 2011 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-54226 SN - 1869-3822 SN - 1866-9433 IS - 4 SP - 75 EP - 81 ER - TY - JOUR A1 - Costard, Sylvia A1 - Stadie, Nicole A1 - Ritter, Christiane A1 - Moll, Kristina A1 - Landerl, Karin A1 - Kohnen, Saskia A1 - Kentner, Gerrit A1 - Bethmann, Anja A1 - Scheich, Henning A1 - Brechmann, André A1 - De Kok, Dörte A1 - Berger, Frauke A1 - Sticher, Heike A1 - Czepluch, Christine A1 - Mätzener, Flurina A1 - Wilmes, Stefanie A1 - Hadert, Sandra A1 - Frank, Ulrike A1 - Mäder, Mark A1 - Westermann, Antje A1 - Meinusch, Miriam A1 - Neumann, Sandra A1 - Düsterhöft, Stefanie A1 - Posse, Dorothea A1 - Puritz, Caroline A1 - Seidl, Rainer Ottis A1 - Etzien, Maria A1 - Machleb, Franziska A1 - Lorenz, Antje A1 - Höger, Maria A1 - Schröder, Astrid A1 - Busch, Tobias A1 - Heide, Judith A1 - Tagoe, Tanja A1 - Watermeyer, Melanie A1 - Höhle, Barbara A1 - Kauschke, Christina ED - Hanne, Sandra ED - Fritzsche, Tom ED - Ott, Susan ED - Adelt, Anne T1 - Spektrum Patholinguistik = Schwerpunktthema: Lesen lernen: Diagnostik und Therapie bei Störungen des Leseerwerbs T1 - Spektrum Patholinguistik = Key issue: Learning to read: Assessment and intervention in developmental reading disorders N2 - Am 20. November 2010 fand an der Universität Potsdam das 4. Herbsttreffen Patholinguistik statt. Die Konferenzreihe wird regelmäßig seit 2007 vom Verband für Patholinguistik e.V. (vpl) durchgeführt. Der vorliegende Tagungsband veröffentlicht die Hauptvorträge des Herbsttreffens zum Thema "Lesen lernen: Diagnostik und Therapie bei Störungen des Leseerwerbs". Des Weiteren sind die Beiträge promovierender bzw. promovierter PatholinguistInnen sowie der Posterpräsentationen enthalten. N2 - On November 20, 2010, the 4th Herbsttreffen Patholinguistik took place at the University of Potsdam. This annual conference is organized by the Verband für Patholinguistik e.V. (vpl). The main topic was "Learning to read: Assessment and intervention in developmental dyslexia". These proceedings contain the four main lectures, the contributed talks of the "Spektrum Patholinguistik" covering various psycho- and neurolinguistic research areas, and the abstracts of the presented posters. T3 - Spektrum Patholinguistik - 4 KW - Patholinguistik KW - Sprachtherapie KW - Leseerwerb KW - Dyslexie KW - Lese-Rechtschreib-Schwäche KW - patholinguistics KW - speech/language therapy KW - reading development KW - reading skills KW - dyslexia Y1 - 2011 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-53146 SN - 978-3-86956-145-5 SN - 1869-3822 SN - 1866-9433 IS - 4 PB - Universitätsverlag Potsdam CY - Potsdam ER -