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(Personen: "Linkersdoerfer,(ignoriert!)" und "Janosch")
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The impact of text fading on reading in children with reading difficulties
Nagler, Telse; Linkersdörfer, Janosch; Lonnemann, Jan; Hasselhorn, Marcus; Lindberg, Sven
Journal Article
| In: Journal for Educational Research Online | 2016
36137 Endnote
Author(s):
Nagler, Telse; Linkersdörfer, Janosch; Lonnemann, Jan; Hasselhorn, Marcus; Lindberg, Sven
Title:
The impact of text fading on reading in children with reading difficulties
In:
Journal for Educational Research Online, 8 (2016) 1, S. 26-41
URN:
urn:nbn:de:0111-pedocs-120280
URL:
http://www.j-e-r-o.com/index.php/jero/article/view/620
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Deutschland; Empirische Untersuchung; Grundschule; Leseförderung; Lesegeschwindigkeit; Lesekompetenz; Lesen; Lesestörung; Lesetest; Leseverstehen; Schuljahr 03; Text
Abstract:
Studien zum Acceleration Phenomenon (AP) konnten zeigen, dass Probanden ihre Lesegeschwindigkeit und ihr Leseverständnis verbessern können, wenn prä- sentierter Text beim Lesen in der schnellsten individuellen Lesezeit ausgeblen- det wird. Ob diese Leseverbesserungen auch erzeugt werden können, wenn die Ausblendegeschwindigkeit langsamer als die individuelle Lesegeschwindigkeit ist, wurde bisher nicht untersucht. Mit Hilfe der Untersuchung einer Stichprobe von 34 Drittklässlern mit Leseschwierigkeiten sollte in dieser Studie über- prüft werden, welchen Einfluss langsames Ausblenden auf den Leseprozess hat. Zwei Bedingungen wurden eingeführt: eine, in welcher der Text um 40 % langsamer, und eine zweite, in welcher der Text um 70 % langsamer als die normale Lesegeschwindigkeit ausgeblendet wurde. In der um 40% ver- langsamten Bedingung verbesserten sich die Kinder signifikant in ihrer Lese- geschwindigkeit sowie in ihrem Leseverständnis. Die um 70% verlangsam- te Bedingung erzeugte zwar Verbesserungen in der Lesegeschwindigkeit, jedoch nicht im Leseverständnis. Die Ergebnisse verdeutlichen, dass die Ausblende- geschwindigkeit nicht schneller sein muss als die individuelle Lesegeschwindigkeit um positive Leseverbesserungen zu erzielen. Weiterhin konnte gezeigt wer- den, dass die Ausblendegeschwindigkeit große Relevanz hat, da keine Lese- verständnisverbesserungen in der um 70 % verlangsamten Bedingung gefunden werden konnten. Die Anwendbarkeit der Befunde für die pädagogische Praxis so- wie mögliche zukünftige Forschungsschwerpunkte werden in der Diskussion auf- gegriffen. (DIPF/Orig.)
Abstract (english):
The Acceleration Phenomenon (AP) has been demonstrated by studies showing that reading rate and comprehension improvements can be induced by a fad- ing procedure, erasing text based on the previously measured individual's fast- est reading rate. However, whether or not reading enhancements can also be ob- served through slow fading rates has not been explored in detail. The focus of the present study was hence to investigate whether a fading rate slower than the in- dividual's self-paced reading rate can also induce AP effects which positively af- fect reading performance. A sample of 34 third graders with reading difficulties was selected to participate in this study. Two slow fading conditions were im- plemented: A condition in which text was faded out 40 % slower and a condition where text was faded out 70 % slower than the self-paced reading rate. The 40 % reduced fading manipulation significantly enhanced children's reading rate and comprehension scores compared to their self-paced reading performance. The 70 % reduced fading manipulation also resulted in slightly faster reading rates but not in better comprehension. The present data suggests that the fading rate does not need to be set at a rate at the upper limit of participants' reading perfor- mance. Still, it seems highly relevant to consider which rate is applied, as a fad- ing manipulation that is too slow did not result in comprehension improvements. Implications for the pedagogical applicability and possible future research foci are discussed. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
The association between gray matter volume and reading proficiency. A longitudinal study of […]
Linkersdörfer, Janosch; Jurcoane, Alina; Lindberg, Sven; Kaiser, Jochen; Hasselhorn, Marcus; […]
Journal Article
| In: Journal of Cognitive Neuroscience | 2015
35245 Endnote
Author(s):
Linkersdörfer, Janosch; Jurcoane, Alina; Lindberg, Sven; Kaiser, Jochen; Hasselhorn, Marcus; Fiebach, Christian J.; Lonnemann, Jan
Title:
The association between gray matter volume and reading proficiency. A longitudinal study of beginning readers
In:
Journal of Cognitive Neuroscience, 27 (2015) 2, S. 308-318
DOI:
10.1162/jocn_a_00710
URN:
urn:nbn:de:0111-dipfdocs-179838
URL:
http://www.dipfdocs.de/volltexte/2020/17983/pdf/JoCN_2015_2_Linkersdoerfer_et_al_The_association_between_gray_matter_volume_and_reading_proficiency_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Deutschland; Entwicklung; Gehirn; Grundschüler; Hessen; Hirnforschung; Längsschnittuntersuchung; Lesefertigkeit; Lesenlernen; Leseunterricht; Messung; Neurophysiologie; Physiologie
Abstract:
Neural systems involved in the processing of written language have been identified by a number of functional imaging studies. Structural changes in cortical anatomy that occur in the course of literacy acquisition, however, remain largely unknown. Here, [the authors] follow elementary school children over their first 2 years of formal reading instruction and use tensor-based morphometry to relate reading proficiency to cortical volume at baseline and follow-up measurement as well as to intraindividual longitudinal volume development between the two measurement time points. A positive relationship was found between baseline gray matter volume in the left superior temporal gyrus and subsequent changes in reading proficiency. Furthermore, a negative relationship was found between reading proficiency at the second measurement time point and intraindividual cortical volume development in the inferior parietal lobule and the precentral and postcentral gyri of the left hemisphere. These results are interpreted as evidence that reading acquisition is associated with preexisting structural differences as well as with experience-dependent structural changes involving dendritic and synaptic pruning. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Text-fading based training leads to transfer effects on children's sentence reading fluency
Nagler, Telse; Korinth, Sebastian Peter; Linkersdörfer, Janosch; Lonnemann, Jan; Rump, Björn; […]
Journal Article
| In: Frontiers in Psychology | 2015
35269 Endnote
Author(s):
Nagler, Telse; Korinth, Sebastian Peter; Linkersdörfer, Janosch; Lonnemann, Jan; Rump, Björn; Hasselhorn, Marcus; Lindberg, Sven
Title:
Text-fading based training leads to transfer effects on children's sentence reading fluency
In:
Frontiers in Psychology, (2015) 6:119
DOI:
10.3389/fpsyg.2015.00119
URN:
urn:nbn:de:0111-dipfdocs-191242
URL:
http://www.dipfdocs.de/volltexte/2020/19124/pdf/fpsyg_2015_6_Nagler_et_al_Text-fading_based_training_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Deutschland; Empirische Untersuchung; Grundschüler; Intervention; Lesegeschwindigkeit; Lesen; Lesetest; Leseverstehen; Rhein-Main-Gebiet; Schuljahr 03; Training; Transfer
Abstract:
Previous studies used a text-fading procedure as a training tool with the goal to increase silent reading fluency (i.e., proficient reading rate and comprehension). In recently published studies, this procedure resulted in lasting reading enhancements for adult and adolescent research samples. However, studies working with children reported mixed results. While reading rate improvements were observable for Dutch reading children in a text-fading training study, reading fluency improvements in standardized reading tests post-training attributable to the fading manipulation were not detectable. These results raise the question of whether text-fading training is not effective for children or whether research design issues have concealed possible transfer effects. Hence, the present study sought to investigate possible transfer effects resulting from a text-fading based reading training program, using a modified research design. Over a period of 3 weeks, two groups of German third-graders read sentences either with an adaptive text-fading procedure or at their self-paced reading rate. A standardized test measuring reading fluency at the word, sentence, and text level was conducted pre- and post-training. Text level reading fluency improved for both groups equally. Post-training gains at the word level were found for the text-fading group, however, no significant interaction between groups was revealed for word reading fluency. Sentence level reading fluency gains were found for the text-fading group, which significantly differed from the group of children reading at their self-paced reading routine. These findings provide evidence for the efficacy of text-fading as a training method for sentence reading fluency improvement also for children. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
The impact of reading material's lexical accessibility on text fading effects in children's reading […]
Nagler, Telse; Lonnemann, Jan; Linkersdörfer, Janosch; Hasselhorn, Marcus; Lindberg, Sven
Journal Article
| In: Reading and Writing | 2014
33754 Endnote
Author(s):
Nagler, Telse; Lonnemann, Jan; Linkersdörfer, Janosch; Hasselhorn, Marcus; Lindberg, Sven
Title:
The impact of reading material's lexical accessibility on text fading effects in children's reading performance
In:
Reading and Writing, 27 (2014) 5, S. 841-853
DOI:
10.1007/s11145-013-9468-x
URN:
urn:nbn:de:0111-dipfdocs-192117
URL:
http://www.dipfdocs.de/volltexte/2020/19211/pdf/Read_Writ_2014_5_Nagler_et_al_The_impact_of_reading_materials_lexical_accessibility_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Einflussfaktor; Kind; Lesegeschwindigkeit; Lesekompetenz; Lesetest; Leseverstehen; Messung; Schuljahr 03; Text
Abstract:
The acceleration phenomenon (AP) is defined by improvements in reading speed and reading comprehension, induced by an artificial text fading procedure corresponding to the previously determined fastest individual reading rate. Recent results, however, indicated that fading that is slower than the self-paced reading rate can produce comparable reading enhancements. As reading performance can be strongly influenced by the reading material, this study aimed at investigating to which extent reading enhancements induced by text fading depend on the reading material's characteristics. We confronted 39 German third graders with a previously utilized text fading procedure, which was slower than their self-paced reading rate. Included text varied regarding to the lexical accessibility (LA), representing how well information can be accessed from the mental lexicon. Children's reading rates increased statistically significant due to text fading for all LA levels. However, reading comprehension was sensitive to the text material's characteristics: Reading comprehension enhancements were observable for easily accessible reading material, but not for material with intermediate or difficult levels of LA. Material that was difficult to retrieve from the mental lexicon even resulted in reduced reading comprehension in the fading condition. Possible influences on immediate lexical access, the impact of working memory capacity and implications for future AP research are discussed.
DIPF-Departments:
Bildung und Entwicklung
Gender differences in children's math self-concept in the first years of elementary school
Lindberg, Sven; Linkersdörfer, Janosch; Ehm, Jan-Henning; Hasselhorn, Marcus; Lonnemann, Jan
Journal Article
| In: Journal of Education and Learning | 2013
33637 Endnote
Author(s):
Lindberg, Sven; Linkersdörfer, Janosch; Ehm, Jan-Henning; Hasselhorn, Marcus; Lonnemann, Jan
Title:
Gender differences in children's math self-concept in the first years of elementary school
In:
Journal of Education and Learning, 2 (2013) 3, S. 1-8
DOI:
10.5539/jel.v2n3p1
URL:
http://www.ccsenet.org/journal/index.php/jel/article/view/28930/17232
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Geschlechtsspezifischer Unterschied; Grundschule; Grundschüler; Junge; Mädchen; Mathematikunterricht; Mathematische Kompetenz; Schuljahr 01; Schuljahr 02; Selbstkonzept; Test; Vergleich
Abstract (english):
In the course of elementary school children start to develop an academic self-concept reflecting their motivation, thoughts, and feelings about a specific domain. For the domain of mathematics, gender differences can emerge which are characterized by a less pronounced math self-concept for girls. However, studies are rather sparse regarding the early years of elementary school education, hence, the point in time when such gender differences emerge yet remains a matter of debate. In our study, we found that the math self-concept of elementary school children (n = 81) declined from first to second grade. While no differences in math achievement were observed between girls and boys, it became apparent that girls' math self-concept was already less pronounced than the math self-concept of boys in the first years of elementary school. Our findings emphasize the importance of considering such gender differences even at the beginning of school education.
DIPF-Departments:
Bildung und Entwicklung
Individual differences in children's early strategy behavior in arithmetic tasks
Lindberg, Sven; Linkersdörfer, Janosch; Lehmann, Martin; Hasselhorn, Marcus; Lonnemann, Jan
Journal Article
| In: Journal of Educational and Developmental Psychology | 2013
33438 Endnote
Author(s):
Lindberg, Sven; Linkersdörfer, Janosch; Lehmann, Martin; Hasselhorn, Marcus; Lonnemann, Jan
Title:
Individual differences in children's early strategy behavior in arithmetic tasks
In:
Journal of Educational and Developmental Psychology, 3 (2013) 1, S. 192-200
DOI:
10.5539/jedp.v3n1p192
URL:
http://dx.doi.org/10.5539/jedp.v3n1p192
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Deutschland; Effektivität; Empirische Untersuchung; Frankfurt a.M.; Grundschule; Mathematische Kompetenz; Mathematisches Denken; Primarbereich; Rechnen; Strategie; Test
Abstract (english):
As demonstrated by the Overlapping Waves Model (Siegler, 1996), children's strategy use in arithmetic tasks is variable, adaptive, and changes gradually with age and experience. In this study, first grade elementary school children (n = 73), who scored high, middle, or low in a standardized scholastic mathematic achievement test, were confronted with different arithmetic tasks (simple addition, e.g., 3 + 2, simple subtraction, e.g., 7 - 2, and more advanced addition, e.g., 7 + 9) to evoke different calculation strategies. Video analysis and children's self-report were used to identify individual strategy behavior. In accordance with the Overlapping Waves Model, children in all achievement groups showed variable and multiple strategy usage and adapted their behavior to the tasks of the different categories. We demonstrated that not only low achievers differed from normal achievers but also that high achievers exhibited a unique pattern of strategy behavior in early mathematics.
DIPF-Departments:
Bildung und Entwicklung
Developmental changes in the association between approximate number representations and addition […]
Lonnemann, Jan; Linkersdörfer, Janosch; Hasselhorn, Marcus; Lindberg, Sven
Journal Article
| In: Frontiers in Psychology | 2013
33942 Endnote
Author(s):
Lonnemann, Jan; Linkersdörfer, Janosch; Hasselhorn, Marcus; Lindberg, Sven
Title:
Developmental changes in the association between approximate number representations and addition skills in elementary school children
In:
Frontiers in Psychology, 4 (2013) , S. 783
DOI:
10.3389/fpsyg.2013.00783
URL:
http://www.frontiersin.org/Developmental_Psychology/10.3389/fpsyg.2013.00783/abstract
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Arithmetik; Größe; Grundrechenart; Grundschüler; Kognitive Entwicklung; Mathematische Kompetenz; Mathematisches Denken; Rechnen; Schulanfänger; Schuljahr 01; Schuljahr 02; Symbol; Test; Urteilsfähigkeit; Zahlensystem
Abstract:
The approximate number system (ANS) is assumingly related to mathematical learning but evidence supporting this assumption is mixed. The inconsistent findings might be attributed to the fact that different measures have been used to assess the ANS and mathematical skills. Moreover, associations between the performance on a measure of the ANS and mathematical skills may be discontinuous, i.e., stronger for children with lower math scores than for children with higher math scores, and may change with age. The aim of the present study was to examine the development of the ANS and arithmetic skills in elementary school children and to investigate how the relationship between the ANS and arithmetic skills develops. Individual markers of children's ANS (internal Weber fractions and mean reaction times in a non-symbolic numerical comparison task) and addition skills were assessed in their first year of school and 1 year later. Children showed improvements in addition performance and in the internal Weber fractions, whereas mean reaction times in the non-symbolic numerical comparison task did not change significantly. While children's addition performance was associated with the internal Weber fractions in the first year, it was associated with mean reaction times in the non-symbolic numerical comparison task in the second year. These associations were not found to be discontinuous and could not be explained by individual differences in reasoning, processing speed, or inhibitory control. The present study extends previous findings by demonstrating that addition performance is associated with different markers of the ANS in the course of development.
DIPF-Departments:
Bildung und Entwicklung
Gender differences in both tails of the distribution of numerical competencies in preschool children
Lonnemann, Jan; Linkersdörfer, Janosch; Hasselhorn, Marcus; Lindberg, Sven
Journal Article
| In: Educational Studies in Mathematics | 2013
33534 Endnote
Author(s):
Lonnemann, Jan; Linkersdörfer, Janosch; Hasselhorn, Marcus; Lindberg, Sven
Title:
Gender differences in both tails of the distribution of numerical competencies in preschool children
In:
Educational Studies in Mathematics, 84 (2013) 2, S. 201-208
DOI:
10.1007/s10649-013-9488-0
URL:
http://link.springer.com/article/10.1007%2Fs10649-013-9488-0
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Fertigkeit; Frankfurt a.M.; Geschlechtsspezifischer Unterschied; Junge; Kindergarten; Leistung; Mädchen; Mathematische Kompetenz; Test; Vergleichsuntersuchung; Vorschulalter
Abstract (english):
Gender differences in mathematical achievement have been examined in a wide range of age groups but only a few studies addressed this issue in preschool children. We compared preschool girls (n=570) and boys (n=524) from Germany with regard to numerical competencies. Differences in overall group means and the frequency of representation at low, middle, or high levels of performance were explored for girls and boys. Analysis of overall group means revealed that boys showed a better performance than girls (d=.32). The analysis of frequencies showed differences in both tails but not in the middle of the distribution of numerical competencies. While boys were more often found at higher levels of performance, girls were found to be overrepresented in the low-ability end of the distribution. These findings demonstrate that gender differences in mathematical achievement can emerge before school entry and stress the importance of further research looking for gender divides in mathematical achievement in preschool children from different countries as well as possible underlying factors.
DIPF-Departments:
Bildung und Entwicklung
Spatial representations of numbers and letters in children
Lonnemann, Jan; Linkersdörfer, Janosch; Nagler, Telse; Hasselhorn, Marcus; Lindberg, Sven
Journal Article
| In: Frontiers in Psychology | 2013
33730 Endnote
Author(s):
Lonnemann, Jan; Linkersdörfer, Janosch; Nagler, Telse; Hasselhorn, Marcus; Lindberg, Sven
Title:
Spatial representations of numbers and letters in children
In:
Frontiers in Psychology, 4 (2013) , S. 544
DOI:
10.3389/fpsyg.2013.00544
URL:
http://www.frontiersin.org/Cognition/10.3389/fpsyg.2013.00544/full
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Experimentelle Untersuchung; Grundschüler; Informationsverarbeitung; Kind; Kognition; Raumvorstellung; Zahl
Abstract (english):
Different lines of evidence suggest that children's mental representations of numbers are spatially organized in form of a mental number line. It is, however, still unclear whether a spatial organization is specific for the numerical domain or also applies to other ordinal sequences in children. In the present study, children (n = 129) aged 8-9 years were asked to indicate the midpoint of lines flanked by task-irrelevant digits or letters. We found that the localization of the midpoint was systematically biased toward the larger digit. A similar, but less pronounced, effect was detected for letters with spatial biases toward the letter succeeding in the alphabet. Instead of assuming domain-specific forms of spatial representations, we suggest that ordinal information expressing relations between different items of a sequence might be spatially coded in children, whereby numbers seem to convey this kind of information in the most salient way.
DIPF-Departments:
Bildung und Entwicklung
Approximative Mengenrepräsentationen als Grundlage arithmetischer Fertigkeiten
Lonnemann, Jan; Linkersdörfer, Janosch; Lindberg, Sven
Book Chapter
| Aus: Hasselhorn, Marcus; Heinze, Aiso; Schneider, Wolfgang; Trautwein, Ulrich (Hrsg.): Diagnostik mathematischer Kompetenzen | Göttingen: Hogrefe | 2013
33444 Endnote
Author(s):
Lonnemann, Jan; Linkersdörfer, Janosch; Lindberg, Sven
Title:
Approximative Mengenrepräsentationen als Grundlage arithmetischer Fertigkeiten
In:
Hasselhorn, Marcus; Heinze, Aiso; Schneider, Wolfgang; Trautwein, Ulrich (Hrsg.): Diagnostik mathematischer Kompetenzen, Göttingen: Hogrefe, 2013 (Tests und Trends. N.F., 11), S. 3-12
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Arithmetik; Diagnostik; Größe; Kind; Kognitive Entwicklung; Mathematische Kompetenz; Mathematisches Denken; Prognose; Rechnen; Säugling; Sprachentwicklung; Wissenserwerb; Zahlbegriff
Abstract:
Aktuelle Theorien zur kognitiven Entwicklung postulieren, dass der Wissenserwerb auf domänenspezifischen Kernkompetenzen beruht. So wird ein Verständnis für Mengen und Mengenrelationen als Grundlage des Erwerbs arithmetischer Fertigkeiten angenommen. Im vorliegenden Beitrag werden Befunde zur Entwicklung dieses approximativen Mengenverständnisses und zu seiner Rolle beim Aufbau exakter, symbolischer Mengenrepräsentationen bzw. beim Erwerb arithmetischer Fertigkeiten berichtet. Abschließend werden Implikationen dieser Befunde für die Diagnostik mathematischer Kompetenzen diskutiert.
DIPF-Departments:
Bildung und Entwicklung
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