Improving reading in children with German as a first or second language

References

• Baumert, P., P. Stanat, and R. Watermann. 2006. Herkunftsbedingte Disparitäten im Bildungswesen: Differenzielle Bildungsprozesse und Probleme der Verteilungsgerechtigkeit. Vertiefende Analysen im Rahmen von PISA 2000 [Source-related Disparities in Education: Differential Formation Processes and Problems of Distributive Justice. Further Analyzes in the Context of PISA 2000]. Wiesbaden: VS Verlag.
   Google Scholar
• Berkeley, S., T. E. Scruggs, and M. A. Mastropieri. 2009. “Reading Comprehension Instruction for Students with Learning Disabilities, 1995–2006: A Meta-analysis.” Remedial and Special Education 31: 423–436. doi:10.1177/0741932509355988.
   Web of Science ®Google Scholar
• Bishop, D. V. M., and M. J. Snowling. 2004. “Developmental Dyslexia and Specific Language Impairment: Same or Different?” Psychological Bulletin 130 (6): 858–888. doi:10.1037/0033-2909.130.6.858.
   PubMed Web of Science ®Google Scholar
• Bolger, D. J., M. Balass, E. Landen, and C. A. Perfetti. 2008. “Context Variation and Definitions in Learning the Meanings of Words: An Instance-based Learning Approach.” Discourse Processes 45: 122–159. doi:10.1080/01638530701792826.
   Web of Science ®Google Scholar
• Brown, A., and A. Palincsar. 1982. “Inducing Strategic Learning from Texts by Means of Informed, Self-control Training.” Topics in Learning and Learning Disabilities 2: 1–17.
   Google Scholar
• Burgoyne, K., H. E. Whiteley, and J. M. Hutchinson. 2011. “The Development of Comprehension and Reading-related Skills in Children Learning English as an Additional Language and their Monolingual, English-speaking Peers.” British Journal of Educational Psychology 81 (2): 344–354. doi:10.1348/000709910X504122.
   PubMed Web of Science ®Google Scholar
• Carlson, E., F. Jenkins, T. Li, and M. Brownell. 2013. “The Interactions of Vocabulary, Phonemic Awareness, Decoding, and Reading Comprehension.” Journal of Educational Research 106 (2): 120–131. doi:10.1080/00220671.2012.687791.
   Web of Science ®Google Scholar
• Cassidy, J., and D. Cassidy. 2006. “What's Hot, What's Not for 2006.” Reading Today 23: 1.
   Google Scholar
• Catts, H. W., M. E. Fey, J. B. Tomblin, and X. Zhang. 2002. “A Longitudinal Investigation of Reading Outcomes in Children with Language Impairments.” Journal of Speech, Language, and Hearing Research 45: 1142–1157. doi:10.1044/1092-4388(2002/093).
   PubMed Web of Science ®Google Scholar
• Ding, C., L. Richardson, and T. Schnell. 2013. “A Developmental Perspective on Word Literacy from Kindergarten through the Second Grade.” Journal of Educational Research 106 (2): 132–145. doi:10.1080/00220671.2012.667009.
   Web of Science ®Google Scholar
• Ehri, L. C., S. R. Nunes, S. A. Stahl, and D. M. Willows. 2001. “Systematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading Panel's Meta-analysis.” Review of Educational Research 71 (3): 393–447. doi:10.3102/00346543071003393.
   Web of Science ®Google Scholar
• Ellis, E. S., and A. W. Graves. 1990. “Teaching Rural Students with Learning Disabilities: A Paraphrasing Strategy to Increase Comprehension of Main Ideas.” Rural Special Education Quarterly 10: 2–10. doi:10.1080/00131881.2011.598657.
   Web of Science ®Google Scholar
• Esser, G., A. Wyschkon, K. Ballaschk, and S. Hänsch. 2010. Potsdam-Illinois Test für Psycholinguistische Fähigkeiten – P-ITPA [Potsdam-Illinois Test for Psycholinguistic Abilities – P-ITPA]. Göttingen: Hogrefe, Testzentrale.
   Google Scholar
• Ferguson, N., L.-A. Currie, M. Paul, and K. Topping. 2011. “The Longitudinal Impact of a Comprehensive Literacy Intervention.” Educational Research 53 (3): 237–256. doi:10.1080/00131881.2011.598657.
   Web of Science ®Google Scholar
• Feyerer, E., and W. Prammer. 2003. Gemeinsamer Unterricht in der Sekundarstufe I: Anregungen für eine Integrative Praxis [Common Teaching in the Secondary Level 1: Suggestions for Inclusive Practice]. Weinheim, Basel, Berlin: Beltz.
   Google Scholar
• Fischer, U., and B. Gasteiger-Klicpera. 2011. “Leseförderung durch Wortschatzarbeit: Ergebnisse einer frühen Interventionsstudie zur individuellen Leseförderung [Reading Enhancement through Vocabulary Work: Results of an Early Intervention Study].” In Inklusion in Bildungsinstitutionen - eine Herausforderung an die Heil- und Sonderpädagogik [Inclusion in Educational Institutions – a Challenge for the Special Needs Education], edited by B. Lüthe-Klose, M.-T. Langer, B. Serke, and M. Urban, 272–277. Bad Heilbrunn: Verlag Julius Klinkhardt.
   Google Scholar
• Gasteiger-Klicpera, B., and U. Fischer. 2008. “Evidenzbasierte Förderung bei Lese-Rechtschreibschwierigkeiten [Evidence-based Support for Reading and Spelling Disorders].” In Sonderpädagogische Förderprogramme im Vergleich [Special Needs Educational Programs Compared], edited by M. Fingerle and S. Ellinger, 67–84. Stuttgart: Kohlhammer.
   Google Scholar
• Glück, C. W. 2007. Wortschatz- und Wortfindungstest für 6- bis 10-Jährige (WWT 6-10) [Vocabulary and Wordfinding Test for 6 to 10 Year-olds]. München: Elsevier.
   Google Scholar
• Guthrie, J. T., and K. Cox. 1998. “Portrait of an Engaging Classroom: Principles of Concept-oriented Reading Instruction for Diverse Students.” In Teaching Every Child Every Day: Learning in Diverse Schools and Classrooms, edited by K. Harris, 77–131. Cambridge, MA: Brookline Books.
   Google Scholar
• Guthrie, J. T., A. Wigfield, P. Barbosa, K. C. Perencevich, A. Toboada, M. H. Davis, and S. Tonks. 2004. “Increasing Reading Comprehension and Engagement through Concept-oriented Reading Instruction.” Journal of Educational Psychology 96: 403–423. doi:10.1037/0022-0663.96.3.403.
   Web of Science ®Google Scholar
• Guthrie, J. T., A. Wigfield, and K. C. Perencevich. 2004. Motivating Reading Comprehension: Concept-oriented Reading Instruction. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Hagaman, J. L., K. J. Casey, and R. Reid. 2012. “The Effects of the Paraphrasing Strategy on the Reading Comprehension of Young Students.” Remedial and Special Education 33 (2): 110–123. doi:10.1177/0741932510364548.
   Web of Science ®Google Scholar
• Hatcher, P. J., C. Hulme, and A. W. Ellis. 1994. “Ameliorating Early Reading Failure by Integrating the Teaching of Reading and Phonological Skills: The Phonological Linkage Hypothesis.” Child Development 65: 41–57. doi:10.2307/1131364.
   Web of Science ®Google Scholar
• Helf, S., and N. L. Cooke. 2011. “Reading Specialist: Key to a Systematic Schoolwide Reading Model.” Preventing School Failure 55 (3): 140–147. doi:10.1080/1045988X.2010.499392.
   Google Scholar
• Hurry, J., and K. Sylva. 2007. “Long-term Outcomes of Early Reading Intervention.” Journal of Research in Reading 30: 227–258. doi:10.1111/j.1467-9817.2007.00338.x.
   Web of Science ®Google Scholar
• Ise, E., R. R. Engel, and G. Schulte-Körne. 2012. “Was Hilft bei der Lese-Rechtschreibstörung? Ergebnisse einer Metaanalyse zur Wirksamkeit Deutschsprachiger Förderansätze [What Supports Children with Reading and Spelling Disorders? Results of a Meta-analysis of the Effects of German Support Approaches].” Kindheit und Entwicklung 21 (2): 122–136. doi:10.1026/0942-5403/a000077.
   Web of Science ®Google Scholar
• Joliffe, W. 2006. “The National Literacy Strategy: Missing a Crucial Link? A Comparative Study of the National Literacy Strategy and Success for All.” Education 34 (1): 37–48.
   Google Scholar
• Klicpera, C., and B. Gasteiger-Klicpera. 1993. Lesen und Schreiben – Entwicklung und Schwierigkeiten: Die Wiener Längsschnittuntersuchungen über die Entwicklung, den Verlauf und die Ursachen von Lese- und Schreibschwierigkeiten in der Pflichtschulzeit [Reading and Writing - Development and Difficulties: The Vienna Longitudinal Studies on the Development, Progress and Causes of Reading and Writing Difficulties in the Compulsory Education]. Bern: Huber.
   Google Scholar
• Kretlow, A. G., and C. C. Bartholomew. 2010. “Using Coaching to Improve the Fidelity of Evidence-based Practices: A Review of Studies.” Teacher Education and Special Education 33 (4): 279–299. doi:10.1177/0888406410371643.
   Google Scholar
• Lenhard, W., and W. Schneider. 2006. Ein Leseverständnistest für Erst- bis Sechstklässler (ELFE 1-6) [Reading Comprehension Test for First to Sixth Graders]. Weinheim: Beltz.
   Google Scholar
• May, P. 2002. HSP 1-9 – Diagnose orthographischer Kompetenz: Zur Erfassung der grundlegenden Rechtschreibstrategien mit der Hamburger Schreibprobe [HSP 1-9 – Diagnose of Orthographic Competence: Assessment of the Basic Spelling Strategies with the Hamburger Writing Test]. Hamburg: Verlag für pädagogische Medien.
   Google Scholar
• Mestres-Missé, A., E. Camara, A. Rodriguez-Fornells, M. Rotte, and T. F. Münte. 2008. “Functional Neuroanatomy of Meaning Acquisition from Context.” Journal of Cognitive Neuroscience 20: 2153–2166. doi:10.1006/nimg.1995.1023.
   PubMed Web of Science ®Google Scholar
• Moll, K., and K. Landerl. 2010. SLRT-II – Verfahren zur Differentialdiagnose von Störungen der Teilkomponenten des Lesens und Schreibens [SLRT II – A Method for the Differential Diagnosis of Disorders of the Subcomponents of Reading and Writing]. Bern: Huber.
   Google Scholar
• Mortari, L., and D. Harcourt. 2012. “‘Living’ Ethical Dilemmas for Researchers When Researching with Children.” International Journal of Early Years Education 20 (3): 234–243. doi:10.1080/09669760.2012.715409.
   Google Scholar
• Munser-Kiefer, M., and E.-M. Kirschhock. 2009. “Entwicklung und Evaluation eines Lesekompetenztrainings: Eine Vorstudie zur Frage nach der geeigneten Sozialform [Development and Evaluation of a Reading Skills Training: A Preliminary Study on the Question of the Appropriate Social Form].” In Europäisierung der Bildung – Konsequenzen und Herausforderungen für die Grundschulpädagogik [Europeanisation of Education – Consequences and Challenges for Primary Education], edited by C. Röhner, C. Henrichwark, and M. Hopf, 166–171. Wiesbaden: VS Verlag.
   Google Scholar
• Nation, I. S. P. 2001. Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.
   Google Scholar
• Oakhill, J. V., and K. Cain. 2011. “The Precursors of Reading Ability in Young Readers: Evidence from a Four-year Longitudinal Study.” Scientific Studies of Reading 16 (2): 91–121. doi:10.1080/10888438.2010.529219.
   Web of Science ®Google Scholar
• Perfetti, C. A., N. Landi, and J. Oakhill. 2005. “The Acquisition of Reading Comprehension Skill.” In The Science of Reading, edited by M. J. Snowling and C. Hulme, 227–247. Malden, MA: Blackwell.
   Google Scholar
• Potter, C. 2007. “Developments in UK Early Years Policy and Practice: Can They Improve Outcomes for Disadvantaged Children?” Journal of Early Years Education 15 (2): 171–180. doi:10.1080/09669760701289052.
   Google Scholar
• Ricketts, J. 2011. “Research Review: Reading Comprehension in Developmental Disorders of Language and Communication.” Journal of Child Psychology and Psychiatry 52 (11): 1111–1123. doi:10.1111/j.1469-7610.2011.02438.x.
   PubMed Web of Science ®Google Scholar
• Rose, J. 2006. Independent Review of the Teaching of Early Reading: Final Report. London: Department for Education and Skills.
   Google Scholar
• Rupley, W. H., J. W. Logan, and W. D. Nichols. 1999. “Vocabulary Instruction in a Balanced Reading Program.” The Reading Teacher 52: 336–346.
   Web of Science ®Google Scholar
• Scarborough, H. S., and J. L. Parker. 2003. “Matthew Effects in Children with Learning Disabilities: Development of Reading, IQ and Psychosocial Problems from Grade 2 to Grade 8.” Annals of Dyslexia 53: 47–71. doi:10.1007/s11881-003-0004-6.
   Web of Science ®Google Scholar
• Schumaker, J. B., P. H. Denton, and D. D. Deshler. 1984. The Paraphrasing Strategy. Lawrence: University of Kansas.
   Google Scholar
• Schwab, S., and S. Oswald. 2011. “Improving Language and Reading Skills in Children with German as a First or Second Language – LARS.” In Erstausgabe IV, edited by Karl-Franzens-Universität Graz, 137–147. Graz: Uni-Press Graz.
   Google Scholar
• Schwab, S., S. Seifert, and B. Gasteiger-Klicpera. 2013. “Reading Intervention in Second-grade Children with Poor Reading Abilities.” Procedia – Social and Behavioral Sciences 106: 2205–2216. doi:10.1016/j.sbspro.2013.12.251.
   Google Scholar
• Slavin, R. E. 1996. Education for All. Lisse: Swets & Zeitlinger.
   Google Scholar
• Slavin, R. E., C. Lake, B. Chambers, A. Cheung, and S. Davis. 2009. “Effective Reading Programs for the Elementary Grades: Best-evidence Synthesis.” Review of Educational Research 79 (4): 1391–1466. doi:10.3102/0034654309341374.
   Web of Science ®Google Scholar
• Snowling, M., and C. Hulme. 2005. “Learning to Read with Language Impairment.” In The Science of Reading, edited by M. J. Snowling and C. Hulme, 397–412. Malden, MA: Blackwell.
   Google Scholar
• Souvignier, E., and F. Antoniou. 2007. “Förderung des Leseverständnisses bei Schülerinnen und Schülern mit Lernschwierigkeiten – eine Metaanalyse [Enhancing Reading Comprehension in Children with Learning Disabilities – A Meta-analysis].” Vierteljahresschrift für Heilpädagogik und ihre Nachbargebiete 76: 46–62.
   Google Scholar
• Stanovich, K. E. 1986. “Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy.” Reading Research Quarterly 21: 36–407. doi:10.1598/RRQ.21.4.1.
   Web of Science ®Google Scholar
• Stephen, C., J. Ellis, and J. Martlew. 2010. “Taking Active Learning into the Primary School: A Matter of New Practices?” Journal of Early Years Education 18 (4): 315–329. doi:10.1080/09669760.2010.531916.
   Google Scholar
• Sternberg, R. J., and J. S. Powell. 1983. “Comprehending Verbal Comprehension.” American Psychologist 38: 878–893. doi:10.1037/0003-066X.38.8.878.
   Web of Science ®Google Scholar
• Stobie, I., J. Boyle, L. Woolfson, E. Truswell, and N. Connaughton. 2004. “Quality Indicators for Effective Early Intervention in Literacy and Numeracy.” Journal of Early Years Education 12 (2): 157–168. doi:10.1080/0966976042000225543.
   Google Scholar
• Swanson, H. L. 1999. Interventions for Students with Learning Disabilities: A Meta-analysis of Treatment Outcomes. New York: Guilford Press.
   Google Scholar
• Torgesen, J. K. 2005. “Recent Discoveries on Remedial Interventions for Children with Dyslexia.” In The Science of Reading, edited by M. J. Snowling and C. Hulme, 521–537. Malden, MA: Blackwell.
   Google Scholar
• Wigfield, A., J. T. Guthrie, K. C. Perencevich, A. Taboada, S. L. Klauda, A. McCrae, and P. Barbosa. 2008. “Role of Reading Engagement in Mediating Effects of Reading Comprehension Instruction on Reading Outcomes.” Psychology in the Schools 45: 432–445. doi:10.1002/pits.20307.
   Web of Science ®Google Scholar
• Yazici, Z., B. Genç İlter, and P. Glover. 2010. “How Bilingual is Bilingual? Mother-tongue Proficiency and Learning through a Second Language.” Journal of Early Years Education 18 (3): 259–268. doi:10.1080/09669760.2010.521297.
   Google Scholar