@misc{vonHagenKohnenStadie2020,
  author    = {von Hagen, Alexa and Kohnen, Saskia and Stadie, Nicole},
  title     = {Foreign language attainment of children/adolescents with poor literacy skills},
  series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {2},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-53977},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-539772},
  pages     = {32},
  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}
}
@misc{LeminenLehtonenBozicetal.2016,
  author    = {Leminen, Alina and Lehtonen, Minna and Bozic, Mirjana and Clahsen, Harald},
  title     = {Editorial},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {441},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-407243},
  pages     = {3},
  year      = {2016},
  abstract  = {kein abstract vorhanden},
  language  = {en}
}
@misc{JapBorleffsMaassen2017,
  author    = {Jap, Bernard A. J. and Borleffs, Elisabeth and Maassen, Ben A. M.},
  title     = {Towards identifying dyslexia in Standard Indonesian},
  series = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe},
  number    = {586},
  doi       = {10.25932/publishup-43625},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-436251},
  pages     = {1729 -- 1751},
  year      = {2017},
  abstract  = {With its transparent orthography, Standard Indonesian is spoken by over 160 million inhabitants and is the primary language of instruction in education and the government in Indonesia. An assessment battery of reading and reading-related skills was developed as a starting point for the diagnosis of dyslexia in beginner learners. Founded on the International Dyslexia Association's definition of dyslexia, the test battery comprises nine empirically motivated reading and reading-related tasks assessing word reading, pseudoword reading, arithmetic, rapid automatized naming, phoneme deletion, forward and backward digit span, verbal fluency, orthographic choice (spelling), and writing. The test was validated by computing the relationships between the outcomes on the reading-skills and reading-related measures by means of correlation and factor analyses. External variables, i.e., school grades and teacher ratings of the reading and learning abilities of individual students, were also utilized to provide evidence of its construct validity. Four variables were found to be significantly related with reading-skill measures: phonological awareness, rapid naming, spelling, and digit span. The current study on reading development in Standard Indonesian confirms findings from other languages with transparent orthographies and suggests a test battery including preliminary norm scores for screening and assessment of elementary school children learning to read Standard Indonesian.},
  language  = {en}
}