Testverfah - Bundesverband Legasthenie und Dyskalkulie eV

Abstractband 15. Kongress des Bundesverbandes Legasthenie
results suggest that the neural basis for reading, as revealed with fMRI, is shaped by
a multitude of factors and that these play a role not only in early childhood, but long
after formal schooling is completed.
Korrespondenzautor:
Guinevere Eden
edeng@georgetown.edu
++1 202 7844407
++1 202 7842414
Visual and auditory attention in dyslexic children
*Andrea Facoetti
Dipartimento di Psicologia Generale, Padova, Italien
Automatic multi-modal attention (AMA) was studied in 15 “phonological” dyslexics,
6 “non-phonological” dyslexics and 27 normally reading children by measuring reaction
times (RTs) to lateralized visual and auditory stimuli in spatial-cued detection
tasks. The results show a slower time course of AMA only in phonological dyslexic
children than in normally reading children. Specifically, no cueing effect (i.e., RTs
difference between cued-uncued) was found in phonological dyslexic children at 100
ms cue-target delay, while it was present at 250 ms cue-target delay. In contrast, in
normally reading children, a cueing effect was found at the shorter cue-target delay
but it disappeared at the longer cue-target delay, as predicted by theories of automatic
capture of attention. Finally, in phonological dyslexics, individual differences in
time course of AMA accounted for 32% of unique variance in nonword reading accuracy
after controlling for individual differences in age, IQ and phonological skills. The
results suggest that AMA may be crucial for learning to read by phonological route,
and I propose a possible causal explanation of how an AMA deficit leads to specific
nonword reading disability.
Korrespondenzautor:
Andrea Facoetti
andreafacoetti@unipd.it
++39 049 8276672
++39 049 8276600
Gestaltung von Förderunterricht mit dem Rechtschreibkarten-System (RekaS)
*Wolfgang Finck
LRS-Training e. V., Kiel, Deutschland
Es wird ein Kartensystem vorgestellt, das sich an einem strukturierten und stufenweisen
Wortmaterial orientiert. Das ausgewählte Wortmaterial folgt dem Grunsatz
vom Einfachen zum Schweren. Deshalb ist es besonders für den Förderunterricht,
aber auch für das häusliche Üben geeignet. Mit den vielfältigen Wortkarten (z. B.
Schlangenwörter, Kettenwörter, Silbenwörter) werden verschiedene Spiel- und
24