Dokument-ID Dokumenttyp Verfasser/Autoren Herausgeber Haupttitel Abstract Auflage Verlagsort Verlag Erscheinungsjahr Seitenzahl Schriftenreihe Titel Schriftenreihe Bandzahl ISBN Quelle der Hochschulschrift Konferenzname Quelle:Titel Quelle:Jahrgang Quelle:Heftnummer Quelle:Erste Seite Quelle:Letzte Seite URN DOI Abteilungen OPUS4-10192 Wissenschaftlicher Artikel Kempert, Sebastian Benjamin; Götz, Regina; Blatter, Kristine; Tibken, Catharina; Artelt, Cordula; Schneider, Wolfgang; Stanat, Petra Training Early Literacy Related Skills 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. Lausanne Frontiers Research Foundation 2016 16 Frontiers in psychology 7 10.3389/fpsyg.2016.01803 Strukturbereich Bildungswissenschaften OPUS4-10194 misc Kempert, Sebastian Benjamin; Götz, Regina; Blatter, Kristine; Tibken, Catharina; Artelt, Cordula; Schneider, Wolfgang; Stanat, Petra Training Early Literacy Related Skills 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. 2016 16 urn:nbn:de:kobv:517-opus4-101943 Strukturbereich Bildungswissenschaften OPUS4-5866 Vollständige Ausgabe (Heft) einer Zeitschriftenreihe v. Frankenberg, Jenny; Seidl, Rainer Ottis; Schultheiss, Corinna; Frank, Ulrike; Fuß, Sophia; Stefke, Michaela; Honekamp, Andrea; Winkler, Silke; Jäckel, Annemarie; Schindler, Wencke; Wenglarczyk, Anke; Weise, Stefanie; Heide, Judith; Stadie, Nicole; Schröder, Astrid; Baer-Henney, Dinah; van de Vijver, Ruben; Sauerland, Uli; Yatsushiro, Kazuko; Schöppe, Doreen; Blatter, Kristine; Faust, Verena; Jäger, Dana; Artelt, Cordula; Schneider, Wolfgang; Stanat, Petra; Bruchmüller, Wiebke; Sjöström, Saana; Schütz, Susann; Swietza, Romy; Zielina, Marie; Freymann, Marie; Hausmann, Nadin; Köntopp, Isabelle; Liebig, Johanna; Schnell, Annemarie; Wegener, Viktoria; Heinemann, Steffi; Haensel, Diana; Mürbe, Dirk; Pomnitz, Patricia; Siegmüller, Julia Heide, Judith; Fritzsche, Tom; Meyer, Corinna B.; Ott, Susan Spektrum Patholinguistik = Schwerpunktthema: Schluck für Schluck: Dysphagietherapie bei Kindern und Erwachsenen Das Herbsttreffen Patholinguistik wird seit 2007 jährlich vom Verband für Patholinguistik e.V. (vpl) durchgeführt. Die Jubiläumsveranstaltung am 19.11.2011 in Potsdam war nicht nur die 5. Auflage der Veranstaltung, sondern auch ein Fest zum 10jährigen Bestehen des Verbandes. Das Thema lautete "Schluck für Schluck: Dysphagietherapie bei Kindern und Erwachsenen". Im vorliegenden Tagungsband finden sich die Artikel der Hauptvorträge sowie die Abstracts der Posterpräsentationen. Potsdam Universitätsverlag Potsdam 2012 978-3-86956-199-8 5 urn:nbn:de:kobv:517-opus-59877 10.25932/publishup-5866 Department Linguistik OPUS4-6034 Wissenschaftlicher Artikel Schöppe, Doreen; Blatter, Kristine; Faust, Verena; Jäger, Dana; Artelt, Cordula; Schneider, Wolfgang; Stanat, Petra Phonologische Sprachförderung bei Vorschulkindern deutscher und nichtdeutscher Herkunftssprache 1 Einleitung 2 Fragestellungen 3 Methode 4 Ergebnisse 5 Diskussion 6 Literatur 2012 urn:nbn:de:kobv:517-opus-62591 Department Linguistik