Palma (Mallorca), del 7 al 9 de septiembre de 2016
VIII Congreso Internacional de Adquisición del Lenguaje


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Viernes 9 de septiembre de 2016 10:30 a 11:00 Presentación oral
Influence of lexical abilities on written language development
Expone: Annegret Klassert, University of Potsdam

Autores: Klassert, Annegret; Wotschack, Christiane; Czapka, Sophia & Festman, Julia


It is well known that phonological abilities such as phonological awareness and phonological short-term memory predict the success of written language development in school (Ziegler & Goswami, 2005). In most studies, these abilities, as well as reading and writing abilities per se, are measured with stimuli which are highly language-specific, i.e. solving those tasks requires a high level of lexical support in the language of the task. Therefore these measures might give an advantage to students with higher lexical abilities (Lonigan et al., 2013). Students with lower lexical abilities such as children from families with low socioeconomic status, children with disorders in lexico-semantic development and bilingual children are disadvantaged by the nature of these measures. This talk aims to disentangle the influence of lexical abilities on phonological abilities related to literacy acquisition and on reading and writing performance. Therefore, we measured lexical abilities, phonological awareness, phonological short-term memory and reading and writing abilities in a heterogeneous group of 166 German 3rd graders. For all tasks (except ‘lexical abilities’) we used lexical-based stimuli as well as lexical-independent stimuli (language-independent nonwords). We found (1) high impact of lexical knowledge on performance in phonological short-term memory and phonological awareness tasks, (2) less impact on writing abilities and reading comprehension and (3) no impact on reading speed. In conclusion, we recommend lexical-independent measures of phonological short-term memory and phonological awareness in experimental studies of written language development and disorders as well as in diagnosis of dyslexia and dysgraphia in clinical settings. References Lonigan, C. J., Farver, J. M., Nakamoto, J., & Eppe, S. (2013). Developmental trajectories of preschool early literacy skills: a comparison of language-minority and monolingual-English children. Developmental Psychology, 49(10), 1943–1957. doi:10.1037/a0031408 Ziegler, J. C., & Goswami, U. (2005). Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory. Psychological Bulletin, 131(1), 3–29. doi:10.1037/0033-2909.131.1.3
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