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(Schlagwörter: "Hebräisch")

The training of morphological decomposition in word processing and its effects on literacy skills Bar-Kochva, Irit; Hasselhorn, Marcus Journal Article | In: Frontiers in Psychology | 2017 37772 Endnote: Author(s): Bar-Kochva, Irit; Hasselhorn, Marcus
Title: The training of morphological decomposition in word processing and its effects on literacy skills
In: Frontiers in Psychology, (2017) , S. 8:1583
DOI: 10.3389/fpsyg.2017.01583
URN: urn:nbn:de:0111-dipfdocs-191821
URL: http://www.dipfdocs.de/volltexte/2020/19182/pdf/fpsyg_2017_8_Bar-Kochva_Hasselhorn_The_training_of_morphological_decomposition_in_word_processing_A.pdf
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Deutsch als Zweitsprache; Deutschland; Frankfurt a.M.; Hebräisch; Lesekompetenz; Lesen; Migrationshintergrund; Rechtschreibung; Schreibkompetenz; Schüler; Schuljahr 05; Schuljahr 06; Training; Wirkung; Wirkungsforschung
Abstract: This study set out to examine the effects of a morpheme-based training on reading and writing in 5th and 6th graders (N=47), who have poor literacy skills and speak German as a second language. A computerized training, consisting of a visual computerized lexical decision task (comprising 2880 inflections and derivations, presented in 12 sessions), was designed to encourage fast morphological analysis in word processing. The children were divided between two groups: the one underwent a morpheme-based training, in which word-stems of words were presented for a limited duration, while pre- and suffixes remained on screen until response. Another group received a control training consisting of the same task, except that the duration of presentation of a non-morphological unit was restricted. In a Word Disruption Task, participants read words under three conditions: morphological separation (with symbols separating between the words' morphemes), non-morphological separation (with symbols separating between non-morphological units of words) and no-separation (with symbols presented at the beginning and end of each word). The group receiving the morpheme-based program improved more than the control group in terms of word reading fluency in the morphological condition. The former group also presented similar word reading fluency after training in the morphological condition and the in no-separation condition, thereby suggesting that the morpheme-based training contributed to the integration of morphological decomposition into the process of word recognition. At the same time, both groups similarly improved in other measures of word reading fluency. With regard to spelling, the morpheme-based training group showed a larger improvement than the control group in spelling of trained items, and a unique improvement in spelling of untrained items (untrained word-stems integrated into trained pre- and suffixes). The results further suggest some contribution of the morpheme-based training to performance in a standardized spelling task. The morpheme-based training did not, however, show any unique effect on comprehension. These results suggest that the morpheme-based training is effective in enhancing some basic literacy skill in the population examined, i.e. morphological analysis in word processing and the access to orthographic representations in spelling, with no specific effects on reading fluency and comprehension. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Reading fluency. Current insights from neuro-cognitive research and intervention studies Khateb, Asaid; Bar-Kochva, Irit (Hrsg.) Compilation Book | Cham: Springer | 2016 36301 Endnote: Editor(s) Khateb, Asaid; Bar-Kochva, Irit
Title: Reading fluency. Current insights from neuro-cognitive research and intervention studies
Published: Cham: Springer, 2016 (Literacy studies, 12)
DOI: 10.1007/978-3-319-30478-6
Publication Type: 2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Language: Englisch
Keywords: Bilingualismus; Empirische Forschung; Finnisch; Gehirn; Hebräisch; Intervention; Kognitive Prozesse; Lesefertigkeit; Lesegeschwindigkeit; Lesen; Lesenlernen; Lesestörung; Phonologie; Schüler; Spanisch; Training
Abstract: The book presents a multidimensional perspective of recent research and reviews on fluency in reading. The first part presents recent brain-imaging findings from studies into the neurobiological basis or reading, as well as cognitive and language studies exploring the underlying factors of fluency in reading and its development. The second part comprises reviews of intervention studies that address reading ability, and in particular, fluency in reading. The book provides a unique multilingual perspective on reading research by including studies of readers of different orthographies and speakers of different languages. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

The relations between reading and spelling. An examination of sub-types of reading-disability Bar-Kochva, Irit; Amiel, Meirav Journal Article | In: Annals of Dyslexia | 2015 35792 Endnote: Author(s): Bar-Kochva, Irit; Amiel, Meirav
Title: The relations between reading and spelling. An examination of sub-types of reading-disability
In: Annals of Dyslexia, 66 (2015) 2, S. 219-234
DOI: 10.1007/s11881-015-0117-8
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Erwachsener; Gruppe; Hebräisch; Israel; Legasthenie; Lesefertigkeit; Lesestörung; Phonologie; Rechtschreibschwäche; Rechtschreibung; Test
Abstract (english): Three groups of reading-disabled children were found in studies of English, German, and French: a group with a double deficit in reading and spelling, a group with a single spelling deficit, and a more rarely reported group presenting a single reading deficit. This study set out to examine whether these groups can be found in adults, readers and spellers of Hebrew, which differs from the previously studied orthographies in many aspects. To this end, Hebrew-speaking adults with or without reading disability were administered various literacy and literacy-related tests. Results confirm the existence of the same three groups. While all shared a phonological deficit, subtle differences in phonological decoding ability and in speed of processing distinguished between the groups. The study therefore suggests that the previously reported associations and dissociations between reading and spelling are not restricted to English, German, or French and may not be only developmental in nature. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

The relations between early working memory abilities and later developing reading skills. A […] Nevo, Einat; Bar-Kochva, Irit Journal Article | In: Mind, Brain and Education | 2015 35793 Endnote: Author(s): Nevo, Einat; Bar-Kochva, Irit
Title: The relations between early working memory abilities and later developing reading skills. A longitudinal study from kindergarten to fifth grade
In: Mind, Brain and Education, 9 (2015) 3, S. 154-163
DOI: 10.1111/mbe.12084
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Arbeitsgedächtnis; Hebräisch; Israel; Kind; Kindergarten; Längsschnittuntersuchung; Lesen; Leseverstehen; Phonologie; Risikokind; Schuljahr 01; Schuljahr 02; Schuljahr 05; Visuelle Wahrnehmung
Abstract: This study investigated the relations of early working-memory abilities (phonological and visual-spatial short-term memory [ STM] and complex memory and episodic buffer memory) and later developing reading skills. Sixty Hebrew-speaking children were followed from kindergarten through Grade 5. Working memory was tested in kindergarten and reading in Grades 1, 2, and 5. All memory measures, but phonological STM, correlated with reading up to Grade 5. Regression analyses (with intelligence quotient controlled) demonstrated that phonological complex memory predicted all reading skills in Grade 1, and accuracy in Grade 2. The rather understudied visual-spatial memory predicted comprehension in Grades 2 ( STM) and 5 (complex memory). The results point to an important role of the phonological complex memory in early assessment, and suggest a long-lasting role of early visual-spatial memory in predicting variance in reading. Whether this role of the visual-spatial memory is unique to the Hebrew orthography because of its visual features requires, however, further investigation. (DIPF/Autor)
DIPF-Departments: Bildung und Entwicklung