The main diagnostic criterion for developmental dyslexia (DD) in transparent orthographies is a remarkable reading speed deficit, which is often accompanied by spelling difficulties. These deficits have been traced back to both deficits in orthographic and phonological processing. For a better understanding of the reading speed deficit in DD it is necessary to clarify which processing steps are degraded in children with DD during reading. In order to address this question the present study used EEG to investigate three reading related ERPs: the N170, N400 and LPC. Twenty-nine children without DD and 52 children with DD performed a phonological lexical decision (PLD)—task, which tapped both orthographic and phonological processing. Children were presented with words, pseudohomophones, pseudowords and false fonts and had to decide whether the presented stimulus sounded like an existing German word or not. Compared to control children, children with DD showed deficits in all the investigated ERPs. Firstly, a diminished mean area under the curve for the word material-false font contrasts in the time window of the N170 was observed, indicating a reduced degree of print sensitivity; secondly, N400 amplitudes, as suggested to reflect the access to the orthographic lexicon and grapheme-phoneme conversion, were attenuated; and lastly, phonological access as indexed by the LPC was degraded in children with DD. Processing differences dependent on the linguistic material in children without DD were observed only in the LPC, suggesting that similar reading processes were adopted independent of orthographic familiarity. The results of this study suggest that effective treatment should include both orthographic and phonological training. Furthermore, more longitudinal studies utilizing the same task and stimuli are needed to clarify how these processing steps and their time course change during reading development.

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Abstract. This study used the Deese-Roediger-McDermott paradigm [34] to investigate the direction and the extent to which emotional valence in semantic word lists influences the formation of false memories (FM). The experimental paradigm consisted of 1) a study phase (learning of neutral and negative lists of words semantically associated to a non-presented critical lure (CL), 2) a free recall phase, and 3) a recognition phase. Participants had to indicate whether the displayed item was "new" (new item or non-studied CL) or "old" (studied list item). CL associated with negative word lists elicited significantly more FM than CL associated with neutral word lists. This finding is in contrast to previous work showing that emotional words elicit fewer FM than neutral words. The results of our study also suggest that valence is capable of influencing emotional memory in terms of encoding and retrieval processes.

The present study investigated auditory temporal processing in developmental dyslexia by using a vowel length discrimination task. Both temporal and phonological processing were studied in a single experiment. Seven German vowel pairs differing in vowel height were used. The vowels of each pair differed only with respect to vowel length (e.g., /a/ vs. /a:/). In German, vowel length is characterized by temporal and spectral information. Three types of differences between long versus short vowels were varied: In the phonological condition, pairs of natural vowels were used, differing in their temporal as well as in their spectral content. In two temporal conditions, in contrast, a natural vowel was always combined with a manipulated one to keep spectral content of long and short vowels identical. Thus, the only distinguishing feature between the two vowels was temporal in nature. Vowels were embedded into monosyllabic pseudo-words and presented successively in a speeded same-different task. Twenty dyslexics and twenty age-matched controls participated in the experiment. In both groups, discrimination accuracy decreased with increasing vowel height in the two temporal conditions. This result is consistent with former findings on the relevance of temporal information for vowel length identification in German and extends this topic to cover discrimination demands. In the phonological condition, groups did not differ in discrimination accuracy. In both temporal conditions, however, dyslexics performed worse than controls. These results suggest that developmental dyslexia is associated with impairments in processing basic acoustic parameters of the speech signal, in particular, with a deficit in temporal processing.

Adäquate sprachliche Fähigkeiten werden als zentral für einen gelingenden Schulstart und die gesamte schulische Laufbahn erachtet. Gerade für mehrsprachige Kinder wurden in den einzelnen Bundesländern Sprachkurse und Förderprogramme eingerichtet, die darauf abzielen, Kinder vor Schulbeginn im Deutschen sprachlich zu fördern, um deren Bildungschancen zu erhöhen. Allerdings ist die Wirksamkeit solcher additiver Sprachfördermaßnahmen bislang kaum erforscht. In der vorliegenden Studie wurde untersucht, welche Effekte ein in hessischen Vorlaufkursen eingesetztes, sprachwissenschaftlich fundiertes Förderprogramm hat und welche Sprachleistungen Kinder am Ende der Vorlaufkurse zeigen. Dafür wurden 125 mehrsprachige Kinder in Vorlaufkursen einbezogen, die entweder nach dem spezifischen Förderprogramm oder nach dem bisherigen Vorgehen der Lehrkräfte gefördert wurden. Im Ergebnis konnte keine Überlegenheit einer der beiden Varianten der Vorlaufkurse gezeigt werden. Auch die von den Kindern nach Beendigung der Vorlaufkurse gezeigten sprachlichen Leistungen fielen im Hinblick auf eine unproblematische Unterrichtsteilhabe sehr schwach aus.