Zur Diagnostik struktureller Defizite bei Lese-Rechtschreib-Störungen in der klinischen Arbeit: Beziehungen zwischen verschiedenen Leistungsindikatoren

Möhring, L.; Schöler, Hermann; Brunner, M.; Pröschel, U.

doi:10.1055/s-2003-37725

Cited by 11 publications

(5 citation statements)

References 3 publications

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“…However, as no comparison was carried out with children, whose spelling was within the normal range, this study cannot contribute to the clarification of the controversial issue as to whether a a central auditory processing disorder (CAPD) is found more often in children with dyslexia, than in children without this problem (see [see e.g. : 16,20,30].…”

Section: Discussionmentioning

confidence: 99%

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Specific Auditory Training for Children with Dyslexia and Central Auditory Processing Disorder can Improve Spelling Performance

Kasten¹

2014

IJSEDU

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Background: In this study, the question of whether auditory training for children with a reading and spelling disorder and a central auditory processing disorder (CAPD) can improve spelling performance is investigated. The training apparatus was the Audiva Company's DichoTrainer. Method: Dichotic discrimination, auditory/kinaesthetic perception and behavioral strengths and peculiarities as well as spelling ability and intelligence were assessed in 36 dyslexic children from years 2 to 4 of primary school with a central auditory processing disorder (CAPD). Subsequently, the children were divided into an auditory training group, a group with a computer-based drill-and-practice spelling PC program (LernReha) and a control group. After a 12-week training period (20 minutes per day), statistically significant improvements in performance were noted. Results: It was shown that improvements in spelling could be documented within the Dicho-Trainer group. A tendency in favor of the auditory training group could be detected in comparison to the spelling training group. As the implementation of the control group was not felicitous, no final conclusion regarding different spelling abilities after training period between Dicho-Trainer group and control-group can be drawn. Conclusions: The results support the assumption that auditory perception ability has an effect on written language. In the group of children experiencing difficulties with auditory perception, not alone can auditory training improve perception, but as a consequence, it can also improve spelling ability.

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Section: Discussionmentioning

confidence: 99%

“…Thus indications of an auditory perception disorder in existing dyslexia were found. [16,18]. Among others, Suchodoletz et al [28] found contradictory results.…”

Section: Introductionmentioning

confidence: 99%

Specific Auditory Training for Children with Dyslexia and Central Auditory Processing Disorder can Improve Spelling Performance

Kasten¹

2014

IJSEDU

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“…The highest correlation coefficients were shown in the 2nd grade. Accordingly, Möhring et al [16] specified the HLAD as a significant predictor concerning the spelling ability of children of the 2nd grade. Graf [17] and Walter [18] showed that phonological processing and auditory phoneme discrimination ability are a meaningful factor especially in the 2nd grade.…”

Section: Discussionmentioning

confidence: 99%

Heidelberg Phoneme Discrimination Test (HLAD): Normative Data for Children of the Third Grade and Correlation with Spelling Ability

Brunner¹,

Baeumer²,

Dockter³

et al. 2008

Folia Phoniatr Logop

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Objective: The Heidelberg Phoneme Discrimination Test (HLAD), developed and standardized in 1998, is widely used in the differential diagnosis of dyslexia. Normative data have only been available for children of the 2nd and 4th grades, while norms for the 3rd grade are still missing. Patients andMethods: We assessed three HLAD subtests [auditory phoneme discrimination, kinesthetic phoneme discrimination (repeating minimal pairs) and phoneme analysis] in 140 children of the 3rd grade from eight elementary schools. Writing capacity was tested via DRT3. Results: Comparing children of the 2nd, 3rd and 4th grades, we found a continuing increase in phoneme discrimination capacity with age. This increase was especially evident for the task of auditory comparison. For the 3rd grade, the correlation between HLAD and writing test (qualitative analysis) was 0.55, and 0.36 between HLAD and writing (quantitative analysis). The correlation with writing tasks was highest in the 2nd grade. Conclusion: The steady increase in phoneme discrimination capacity from the 2nd to 4th grade may indicate maturation and learning effects at least until the age of 10 years.

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“…Beeinträchtigte auditive Wahrnehmung und Sprachverarbeitung werden ursächlich im Zusammenhang mit Störungen des Lautund Schriftspracherwerbs diskutiert [1][2][3][4][5][6]. Die Perzeptions-und Produktionsprozesse, die für einen fehlerfreien Sprechakt notwendig sind, basieren auf vielfältigen Kategorisierungsvorgängen.…”

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“…Durch die neueren Forschungen zu Ursachen der Schriftsprachstö-rungen erzielten basale Funktionsbereiche der Sprech-und Sprachstörungen vermehrt Aufmerksamkeit und rückten unter dem Oberbergriff «auditive Verarbeitungs-und Wahrnehmungsstörungen» und «Störungen der phonologischen Bewusstheit» in den Mittelpunkt des wissenschaftlichen Interesses. Es wurden bei Schulkindern Zusammenhänge zwischen Rechtschreibstörungen und Schwä-chen in der Lautunterscheidung [1,4] sowie Schwächen in der phonologischen Bewusstheit [6,8] …”

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Entwicklung und Erprobung des Heidelberger Vorschulscreenings zur auditiven Wahrnehmung und Sprachverarbeitung (HVS)

Brunner¹,

Pfeiffer²,

Heinrich³

et al. 2005

Folia Phoniatr Logop

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Für die Diagnostik auditiver Wahrnehmung und der Sprachverarbeitung im Vorschulalter fehlten bis jetzt standardisierte deutschsprachige Verfahren. Die Entwicklung eines standardisierten Screenings sollte diese diagnostische Lücke schliessen.Die Endform des Verfahrens wurde an 180 Kindern aus 15 Kindergärten erprobt, statistisch analysiert und auf die Gütekriterien hin untersucht. Das Screening enthält folgende 7 Untertests: auditive Merkspanne, expressive Anlautanalyse, Silben segmentieren, phonematische Differenzierung, Artikulomotorik, Wortfamilien erkennen, Reime erkennen. Die Ergebnisse zeigten, dass Reliabilität und Objektivität gewährleistet sind. Der Extremgruppenvergleich ergab, dass Kinder mit Auffälligkeiten der Artikulation, des Wortschatzes, der Hörleistungen und solche mit mangelnder Schulreife signifikant schlechtere Leistungen im HVS erbrachten als Kinder ohne diese Probleme. Der Test erlaubt Kinder mit Sprachverarbeitungsstörungen rechtzeitig vor der Einschulung zu identifizieren.

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Zur Diagnostik struktureller Defizite bei Lese-Rechtschreib-Störungen in der klinischen Arbeit: Beziehungen zwischen verschiedenen Leistungsindikatoren

Cited by 11 publications

References 3 publications

Specific Auditory Training for Children with Dyslexia and Central Auditory Processing Disorder can Improve Spelling Performance

Specific Auditory Training for Children with Dyslexia and Central Auditory Processing Disorder can Improve Spelling Performance

Heidelberg Phoneme Discrimination Test (HLAD): Normative Data for Children of the Third Grade and Correlation with Spelling Ability

Entwicklung und Erprobung des Heidelberger Vorschulscreenings zur auditiven Wahrnehmung und Sprachverarbeitung (HVS)

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