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Author(s): Nagler, Telse; Lindberg, Sven; Hasselhorn, Marcus
Title: Leseentwicklung in der Kindheit. Einflussfaktoren und Fördermöglichkeiten
In: Kindheit und Entwicklung, 27 (2018) 1, S. 5-13
DOI: 10.1026/0942-5403/a000240
URN: urn:nbn:de:0111-dipfdocs-203069
URL: http://www.dipfdocs.de/volltexte/2020/20306/pdf/KuE_2018_1_Nagler_Lindberg_Hasselhorn_Leseentwicklung_in_der_Kindheit_A.pdf
Publication Type: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Language: Deutsch
Keywords: Lesenlernen; Lesen; Entwicklung; Kognitive Prozesse; Lesefertigkeit; Einflussfaktor; Familie; Sozioökonomische Lage; Lernumgebung; Unterricht; Qualität; Lehrer; Klassengröße; Stadt; Lärm; Prävention; Intervention; Förderung; Programm; Übersicht; Literaturbericht
Abstract: Der Leseerwerb ist ein hoch komplexer Prozess, der durch eine Vielzahl von Faktoren beeinflusst werden kann. Be- stimmte kognitive (internale) Fertigkeiten und Funktionen konnten bereits als individuelle Voraussetzungen zur effektiven (schrift)sprach- lichen Informationsverarbeitung identifiziert werden. In dieser narrativen Überblicksarbeit wird der Einfluss von weiteren (externalen) Ein- flussfaktoren 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 train- ierbaren kognitiven Voraussetzungen fokussieren. Ebenfalls werden störungsspezifische und allgemeinwirksame Interventionsprogramme dargestellt, die für eine langfristige Leseförderung eingesetzt werden können. (DIPF/Orig.)
Abstract (english): 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. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung
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Author(s): Dirk, Judith; Schmiedek, Florian
Title: Variability in children's working memory is coupled with perceived disturbance. An ambulatory assessment study in the school and out-of-school context
In: Research in Human Development, 14 (2017) 3, S. 200-218
DOI: 10.1080/15427609.2017.1340051
Publication Type: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Language: Englisch
Keywords: Kind; Kognitive Prozesse; Leistung; Arbeitsgedächtnis; Lärm; Beeinflussung; Wahrnehmung; Veränderung; Schule; Freizeit; Schuljahr 03; Schuljahr 04; Smartphone; Aufgabe; Messung; Längsschnittuntersuchung; Empirische Untersuchung
Abstract: The detrimental effect of noise on cognitive performance particularly for younger children has been repeatedly demonstrated in numerous experimental and few field studies. We examined whether children's daily working memory (WM) performance is affected by daily perceived disturbance in the school and out-of-school context. In an ambulatory assessment study, 110 third and fourth grade students completed WM tasks and reported on their perceived disturbance on smartphones three times daily in and out of school for four weeks. Disturbance varied systematically within children and increased levels of disturbance were associated with decreased WM performance, independent of context. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung
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Author(s): Ellermeier, Wolfgang; Zimmer, Karin
Title: The psychoacoustics of the irrelevant sound effect. A review
In: Acoustical Science and Technology, 35 (2014) 1, S. 10-16
DOI: 10.1250/ast.35.10
URL: https://www.jstage.jst.go.jp/article/ast/35/1/35_E141002/_pdf
Publication Type: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Language: Englisch
Keywords: Akustische Wahrnehmung; Arbeitsgedächtnis; Aufmerksamkeit; Empirische Untersuchung; Fremdsprache; Lärm; Leistungsfähigkeit; Musik; Sprechen; Wirkung
Abstract: The decrement in memory performance observed while listeners are being exposed to acoustically structured stimuli is called the irrelevant sound effect (ISE). The present review summarizes the research identifying physical features of the irrelevant background that reliably induce performance decrements. It shows that speech, or speech analogues, produce the largest effects by far, suggesting that speech-specific features may contribute to auditory distraction. When an attempt is made to isolate psychoacoustical parameters contributing to the effect, it turns out that noticeable spectral change over time is a necessary condition to observe an ISE, while level change by itself is not. New empirical evidence is presented determining the rate of frequency modulation at which maximal effects are obtained. Results of a further study employing noise-vocoded speech show the importance of spectral detail in producing an ISE. At present, the wealth of empirical findings on the effects of irrelevant sound is not well accounted for by the available theoretical models. Cognitive models make only qualitative predictions, and psychoacoustical models (e.g., those based on fluctuation strength or the speech transmission index) account for subsets of the available data, but have thus far failed to capture the combined effects of temporal structure and spectral change in generating the interference.
DIPF-Departments: Bildung und Entwicklung