Search results for author:"Karin Landerl"
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Learning and Instruction Vol. 18, No. 3 (June 2008) pp. 295–308
In a 10-day training, the efficacy of spelling pronunciations on German speaking 5th-graders' spelling skills for irregular words was examined. Poor spellers were less efficient in learning the spelling pronunciations than age-adequate spellers. On...
Annals of Dyslexia Vol. 58, No. 1 (June 2008) pp. 59–79
Outcomes of three different types of computerized training in sub-lexical items (word-initial consonant clusters) on reading speed for 39 German-speaking poor readers in Grades 2 and 3 were evaluated. A phonological-orthographic association group, a ...
Training Reading Fluency in Dysfluent Readers with High Reading Accuracy: Word Specific Effects but Low Transfer to Untrained Words
Annals of Dyslexia Vol. 54, No. 1 (June 2004) pp. 89–113
The outcome of a training study attempting to increase German speaking poor readers' reading fluency is reported. The aim of the training was to help children establish orthographic representations for a limited set of training words as well as for...
Scientific Studies of Reading Vol. 14, No. 4 (2010) pp. 317–340
The study evaluated the effect of repeated reading on reading speed among 36 Finnish-speaking poor readers in Grades 4 to 6. A switching replications design was applied: Group A (n = 20) received training first, and during this period Group B (n =...
Annals of Dyslexia Vol. 58, No. 2 (December 2008) pp. 115–137
Outcomes of two training programs aimed at improving reading speed for 39 German-speaking poor readers in grades 2 and 4 were evaluated. During a 6-week training period, a specific target for children in a "computer group" was to improve reading of...
Learning and Instruction Vol. 42, No. 1 (April 2016) pp. 72–82
Learning mathematics in a second language is a challenge for many learners. The purpose of the study was to provide new insights into the role of the language context in mathematic learning and more particularly arithmetic problem solving. We...
Kristina Moll; Franck Ramus; Jürgen Bartling; Jennifer Bruder; Sarah Kunze; Nina Neuhoff; Silke Streiftau; Heikki Lyytinen; Paavo H.T. Leppänen; Kaisa Lohvansuu; Dénes Tóth; Ferenc Honbolygó; Valéria Csépe; Caroline Bogliotti; Stéphanie Iannuzzi; Jean-François Démonet; Emilie Longeras; Sylviane Valdois; Florence George; Isabelle Soares-Boucaud; Marie-France Le Heuzey; Catherine Billard; Michael O'Donovan; Gary Hill; Julie Williams; Daniel Brandeis; Urs Maurer; Enrico Schulz; Sanne van der Mark; Bertram Müller-Myhsok; Gerd Schulte-Körne; Karin Landerl
Learning and Instruction Vol. 29, No. 1 (February 2014) pp. 65–77
This paper addresses the question whether the cognitive underpinnings of reading and spelling are universal or language/orthography-specific. We analyzed concurrent predictions of phonological processing (awareness and memory) and rapid automatized...