TY  - JOUR
A1  - Rauscher, Larissa
A1  - Kohn, Juliane
A1  - Käser, Tanja
A1  - Mayer, Verena
A1  - Kucian, Karin
A1  - McCaskey, Ursina
A1  - Esser, Günter
A1  - von Aster, Michael G.
T1  - Evaluation of a Computer-Based Training Program for Enhancing Arithmetic Skills and Spatial Number Representation in Primary School Children
JF  - Frontiers in psychology
N2  - 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.
KW  - numerical development
KW  - evaluative study
KW  - primary school
KW  - computer-based training
KW  - mathematics instruction
Y1  - 2016
U6  - https://doi.org/10.3389/fpsyg.2016.00913
SN  - 1664-1078
VL  - 7
SP  - 14086
EP  - 14099
PB  - Frontiers Research Foundation
CY  - Lausanne
ER  - 
TY  - JOUR
A1  - Höse, Anna
A1  - Wyschkon, Anne
A1  - Moraske, Svenja
A1  - Eggeling, Marie
A1  - Quandte, Sabine
A1  - Kohn, Juliane
A1  - Poltz, Nadine
A1  - von Aster, Michael G.
A1  - Esser, Günter
T1  - Prevention of dyslexia short-term and intermediate effects of promoting phonological awareness and letter-sound correspondence with at-risk preschool children
JF  - Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie
N2  - 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.
KW  - developmental dyslexia
KW  - phonological awareness
KW  - prevention
KW  - risk
KW  - specific developmental disorder
Y1  - 2016
U6  - https://doi.org/10.1024/1422-4917/a000456
SN  - 1422-4917
SN  - 1664-2880
VL  - 44
SP  - 377
EP  - 391
PB  - Hogrefe
CY  - Bern
ER  -