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  -