Abstractband zum 16. Kongress des Bundesverbandes Legasthenie

Abstractband 16. Kongress des Bundesverbandes Legasthenie
Der Workshop soll eine Kombination werden aus Vortrag, Partner- bzw. Gruppenarbeiten
und Diskussion.
Literatur:
Tacke, G. (2007). Die Wirksamkeit von Trainingsprogrammen und Übungen zur Förderung
der Rechtschreibung: wissenschaftliche Studien und praktische Erfahrungen. In: G.
Schulte-Körne (Hrsg.), Legasthenie und Dyskalkulie: Aktuelle Entwicklungen in Wissenschaft,
Schule und Gesellschaft (S. 135-152). Bochum: Winkler.
Tacke, G. (2007). Lesenlernen und Leseförderung. in: J. Walter & F.B. Wember, (Hrsg.),
Handbuch der Sonderpädagogik: Sonderpädagogik des Lernens, Band 2 (S. 504-518).
Göttingen: Hogrefe.
Tacke, G. (2008). Frühe Leseförderung zur Vorbeugung von Leseschwäche. In J. Borchert,
B. Hartke & P. Jogschies (Hrsg.), Frühe Förderung entwicklungsauffälliger Kinder
und Jugendlicher. Stuttgart: Kohlhammer.
Korrespondenzautoren:
Gero Tacke
gero.tacke@main-tauber-kreis.de
09341 825841
Richard Lohmüller
richard.lohmueller@t-online.de
0791 95410707
Developmental patterns of dyslexics‘ eye movements during reading
words and pseudowords
Verena Thaler
FU Berlin, Allgemeine und Neurokognitive Psychologie, Berlin, Deutschland
Children with reading deficits in regular orthographies typically show high reading accuracy
combined with low reading fluency. Eye-movement studies revealed that dyslexic
readers show higher numbers of fixation, longer mean fixations and gaze durations than
normal readers. In a three year project with 2500 children (Grade 2-6) we systematically
studied the reading performance and eye movement characteristics of dyslexic and
normal readers during reading words and non-words. In a series of studies we tried to
address three different issues. Firstly, we systematically evaluated the reading development
in a cross-sectional-length design (children in third, fourth and fifth grade, and the
same children one year later). In a second step, we further evaluated reading development
indicated by the length effect. In dyslexic children, length effects are typically
manifested by their reading times increasing linearly with every additional letter. Normal
readers show length effects only for pseudo-words. The diminished effect of length for
words indicates that normal readers have built up a store for these words, while dyslexic
readers have not. In a third step, we analyzed whether dyslexic readers, depending on
a serial reading strategy, are nonetheless influenced by sublexical units – in our case
consonant clusters. Treiman (1984, 1990) showed that consonant clusters are signifi-
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