Literaturnachweis - Detailanzeige
| Autor/inn/en | Mayringer, Heinz; Wimmer, Heinz |
|---|---|
| Titel | Pseudoname Learning by German-Speaking Children with Dyslexia: Evidence for a Phonological Learning Deficit. |
| Quelle | In: Journal of Experimental Child Psychology, 75 (2000) 2, S.116-33 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0022-0965 |
| Schlagwörter | Children; Comparative Analysis; Cues; Dyslexia; German; Learning Disabilities; Learning Processes; Performance Factors; Phonology; Recall (Psychology); Retention (Psychology) |
| Abstract | Two experiments found that German-speaking dyslexic 9-year-olds showed impaired learning of pseudonames in several visual-verbal learning tasks, even when phonological retrieval cues were provided and when pseudonames were presented in spoken and printed form. There was no deficit when short, familiar words were used, and no difficulty in immediately repeating pseudowords. Learning difficulty related to pseudoword-repetition and naming-speed deficits. (Author/KB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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