206
views
0
recommends
+1 Recommend
3 collections
    1
    shares
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      Leseentwicklung in der Kindheit : Einflussfaktoren und Fördermöglichkeiten

      research-article

      Read this article at

      ScienceOpenPublisher
      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Zusammenfassung. Der Leseerwerb ist ein hoch komplexer Prozess, der durch eine Vielzahl von Faktoren beeinflusst werden kann. Bestimmte kognitive (internale) Fertigkeiten und Funktionen konnten bereits als individuelle Voraussetzungen zur effektiven (schrift)sprachlichen Informationsverarbeitung identifiziert werden. In dieser narrativen Überblicksarbeit wird der Einfluss von weiteren (externalen) Einflussfaktoren anhand von Informationen aus Übersichtsarbeiten und Meta-Analysen dargestellt. Dabei werden ausgewählte Faktoren (z. B. sozioökonomischer Status, häusliche Lernumgebung, Schule, urbaner Lärm) hervorgehoben. Weiterhin werden erfolgversprechende Absätze zur Prävention und Intervention skizziert. Es werden Präventionsprogramme beschrieben, die sich auf die individuelle Förderung von trainierbaren kognitiven Voraussetzungen fokussieren. Ebenfalls werden störungsspezifische und allgemeinwirksame Interventionsprogramme dargestellt, die für eine langfristige Leseförderung eingesetzt werden können.

          Children’s Reading Development: Influencing Factors and Training Programs

          Abstract. The highly complex process of reading relies on a variety of factors that influence reading development. Initially, reading acquisition requires the understanding of the relationship between letters (graphemes) and sounds (phonemes). If grapheme–phoneme correspondences are successfully established, the process of reading can be accelerated and automatized. The manifestation of phonological awareness is thereby considered to be the central cognitive component for successful reading acquisition and the best predictor of later reading performance. Furthermore, other cognitive skills, such as processing speed, phonological working memory, visual and auditory processing, as well as orthographic knowledge are assumed to also substantially affect reading development. Besides these (internal) cognitive preconditions, other (external) factors are additionally influential for the successful – or problematic – acquisition of reading expertise. The goal of this narrative summary is to give an overview of relevant meta-analytic results and insights from recent reviews considering the identification of significant family- and environment-based variables as well as information about effective German prevention and intervention approaches on the individual level. Relating to the influence of family conditions, the socioeconomic status and the home learning environment are outlined to be of specific relevance. More precisely, low socioeconomic status and an uninspiring learning environment have been associated with poor reading achievement. Further influential environment-based factors are related to the school setting and noise exposure. For example, the quality of instruction, the teacher’s competency, as well as the pupil–teacher interaction are closely related to learning and reading success. Further, chronic exposure to urban noise reportedly results in lower reading performance for children, as their cognitive skills are generally still in the process of automatization and more prone to disturbances. To prevent school and reading failure, meta-analytic results suggest early fostering of (internal) cognitive skills, especially if the external preconditions are detrimental. A number of prevention programs have therefore focused on improving the central reading-related cognitive components (i. e., phonological awareness). Furthermore, reviews recommend engaging in intervention programs, which focus on symptom-related problems (e. g., reading training at phoneme or syllable level) to reduce any existing reading deficiencies. Fostering general reading competence (e. g., grapheme–phoneme correspondences) is emphasized to support children at risk as well as normal achievers.

          Related collections

          Most cited references44

          • Record: found
          • Abstract: not found
          • Article: not found

          Reading Fluency and Its Intervention

            Bookmark
            • Record: found
            • Abstract: found
            • Article: not found

            Noise effects on human performance: a meta-analytic synthesis.

            Noise is a pervasive and influential source of stress. Whether through the acute effects of impulse noise or the chronic influence of prolonged exposure, the challenge of noise confronts many who must accomplish vital performance duties in its presence. Although noise has diffuse effects, which are shared in common with many other chronic forms of stress, it also exerts its own specific influences on various forms of cognitive and motor response. We present a quantitative evaluation of these influences so that their harmful effects can be mitigated, their beneficial effects exploited, and any residual effects incorporated and synthesized into selection, training, and design strategies to facilitate human performance capacities. Predictions of single and joint moderator effects were made on the basis of major theories of noise and performance, specifically those explanations based on arousal, masking, or cognitive-resource mechanisms. These predictions were tested through moderator analyses of effects as a function of task type, performance measure, noise type and schedule, and the intensity and duration of exposure. Observed outcome effects (797 effect sizes derived from 242 studies) varied as a function of each of these moderators. Collective findings identified continuous versus intermittent noise, noise type, and type of task as the major distinguishing characteristics that moderated response. Mixed evidence was obtained for the traditional arousal and masking explanations for noise effects. The overall pattern of findings was most consistent with the maximal adaptability theory, a mental-resource-based explanation of stress and performance variation.
              Bookmark
              • Record: found
              • Abstract: not found
              • Article: not found

              Rapid automatized naming and reading performance: A meta-analysis.

                Bookmark

                Author and article information

                Contributors
                Journal
                kie
                Kindheit und Entwicklung
                Zeitschrift für Klinische Kinderpsychologie
                Hogrefe Verlag, Göttingen
                0942-5403
                2190-6246
                2018
                : 27
                : 1
                : 5-13
                Affiliations
                [ 1 ]Deutsches Institut für Internationale Pädagogische Forschung (DIPF), Frankfurt am Main
                [ 2 ]Center for Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt am Main
                [ 3 ]Institut für Psychologie, Goethe-Universität Frankfurt am Main, Frankfurt am Main
                [ 4 ]Institut für Humanwissenschaften, Fach Psychologie, Universität Paderborn, Paderborn
                Author notes
                Dr. Telse Nagler, Prof. Dr. Marcus Hasselhorn, Deutsches Institut für Internationale Pädagogische Forschung, (DIPF), Schloßstraße 29, 60486 Frankfurt am Main, E-Mail nagler@ 123456dipf.de
                Prof. Dr. Sven Lindberg, Institut für Humanwissenschaften, Fach Psychologie, Universität Paderborn, Warburger Straße 100, 33098 Paderborn
                Article
                kie_27_1_5
                10.1026/0942-5403/a000240
                933f8373-887f-4a59-a6a0-04c868f2cd77
                Veröffentlicht unter der Hogrefe OpenMind-Lizenz (http://doi.org/10.1026/a000002)
                History
                Categories
                Übersicht

                Psychology,Family & Child studies,Development studies,Clinical Psychology & Psychiatry
                familiäre und umweltbezogene Einflussfaktoren,prevention,Leseentwicklung,Prävention,Intervention,reading development,influencing factors,intervention

                Comments

                Comment on this article