@article{KempertGoetzBlatteretal.2016, author = {Kempert, Sebastian Benjamin and G{\"o}tz, Regina and Blatter, Kristine and Tibken, Catharina and Artelt, Cordula and Schneider, Wolfgang and Stanat, Petra}, title = {Training Early Literacy Related Skills}, series = {Frontiers in psychology}, volume = {7}, journal = {Frontiers in psychology}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2016.01803}, pages = {16}, year = {2016}, abstract = {Well-developed phonological awareness skills are a core prerequisite for early literacy development. Although effective phonological awareness training programs exist, children at risk often do not reach similar levels of phonological awareness after the intervention as children with normally developed skills. Based on theoretical considerations and first promising results the present study explores effects of an early musical training in combination with a conventional phonological training in children with weak phonological awareness skills. Using a quasi-experimental pretest-posttest control group design and measurements across a period of 2 years, we tested the effects of two interventions: a consecutive combination of a musical and a phonological training and a phonological training alone. The design made it possible to disentangle effects of the musical training alone as well the effects of its combination with the phonological training. The outcome measures of these groups were compared with the control group with multivariate analyses, controlling for a number of background variables. The sample included N = 424 German-speaking children aged 4-5 years at the beginning of the study. We found a positive relationship between musical abilities and phonological awareness. Yet, whereas the well-established phonological training produced the expected effects, adding a musical training did not contribute significantly to phonological awareness development. Training effects were partly dependent on the initial level of phonological awareness. Possible reasons for the lack of training effects in the musical part of the combination condition as well as practical implications for early literacy education are discussed.}, language = {en} } @misc{KempertGoetzBlatteretal.2016, author = {Kempert, Sebastian Benjamin and G{\"o}tz, Regina and Blatter, Kristine and Tibken, Catharina and Artelt, Cordula and Schneider, Wolfgang and Stanat, Petra}, title = {Training Early Literacy Related Skills}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-101943}, pages = {16}, year = {2016}, abstract = {Well-developed phonological awareness skills are a core prerequisite for early literacy development. Although effective phonological awareness training programs exist, children at risk often do not reach similar levels of phonological awareness after the intervention as children with normally developed skills. Based on theoretical considerations and first promising results the present study explores effects of an early musical training in combination with a conventional phonological training in children with weak phonological awareness skills. Using a quasi-experimental pretest-posttest control group design and measurements across a period of 2 years, we tested the effects of two interventions: a consecutive combination of a musical and a phonological training and a phonological training alone. The design made it possible to disentangle effects of the musical training alone as well the effects of its combination with the phonological training. The outcome measures of these groups were compared with the control group with multivariate analyses, controlling for a number of background variables. The sample included N = 424 German-speaking children aged 4-5 years at the beginning of the study. We found a positive relationship between musical abilities and phonological awareness. Yet, whereas the well-established phonological training produced the expected effects, adding a musical training did not contribute significantly to phonological awareness development. Training effects were partly dependent on the initial level of phonological awareness. Possible reasons for the lack of training effects in the musical part of the combination condition as well as practical implications for early literacy education are discussed.}, language = {en} } @misc{vFrankenbergSeidlSchultheissetal.2012, author = {v. Frankenberg, Jenny and Seidl, Rainer Ottis and Schultheiss, Corinna and Frank, Ulrike and Fuß, Sophia and Stefke, Michaela and Honekamp, Andrea and Winkler, Silke and J{\"a}ckel, Annemarie and Schindler, Wencke and Wenglarczyk, Anke and Weise, Stefanie and Heide, Judith and Stadie, Nicole and Schr{\"o}der, Astrid and Baer-Henney, Dinah and van de Vijver, Ruben and Sauerland, Uli and Yatsushiro, Kazuko and Sch{\"o}ppe, Doreen and Blatter, Kristine and Faust, Verena and J{\"a}ger, Dana and Artelt, Cordula and Schneider, Wolfgang and Stanat, Petra and Bruchm{\"u}ller, Wiebke and Sj{\"o}str{\"o}m, Saana and Sch{\"u}tz, Susann and Swietza, Romy and Zielina, Marie and Freymann, Marie and Hausmann, Nadin and K{\"o}ntopp, Isabelle and Liebig, Johanna and Schnell, Annemarie and Wegener, Viktoria and Heinemann, Steffi and Haensel, Diana and M{\"u}rbe, Dirk and Pomnitz, Patricia and Siegm{\"u}ller, Julia}, title = {Spektrum Patholinguistik = Schwerpunktthema: Schluck f{\"u}r Schluck: Dysphagietherapie bei Kindern und Erwachsenen}, number = {5}, editor = {Heide, Judith and Fritzsche, Tom and Meyer, Corinna B. and Ott, Susan}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, organization = {Verband f{\"u}r Patholinguistik e.V.}, isbn = {978-3-86956-199-8}, issn = {1866-9433}, doi = {10.25932/publishup-5866}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-59877}, year = {2012}, abstract = {Das Herbsttreffen Patholinguistik wird seit 2007 j{\"a}hrlich vom Verband f{\"u}r Patholinguistik e.V. (vpl) durchgef{\"u}hrt. Die Jubil{\"a}umsveranstaltung am 19.11.2011 in Potsdam war nicht nur die 5. Auflage der Veranstaltung, sondern auch ein Fest zum 10j{\"a}hrigen Bestehen des Verbandes. Das Thema lautete "Schluck f{\"u}r Schluck: Dysphagietherapie bei Kindern und Erwachsenen". Im vorliegenden Tagungsband finden sich die Artikel der Hauptvortr{\"a}ge sowie die Abstracts der Posterpr{\"a}sentationen.}, language = {de} } @article{SchoeppeBlatterFaustetal.2012, author = {Sch{\"o}ppe, Doreen and Blatter, Kristine and Faust, Verena and J{\"a}ger, Dana and Artelt, Cordula and Schneider, Wolfgang and Stanat, Petra}, title = {Phonologische Sprachf{\"o}rderung bei Vorschulkindern deutscher und nichtdeutscher Herkunftssprache}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-62591}, year = {2012}, abstract = {1 Einleitung 2 Fragestellungen 3 Methode 4 Ergebnisse 5 Diskussion 6 Literatur}, language = {de} }