Developmental dyslexia and dysgraphia
In these projects, we investigate various difficulties that children and adolescents may experience when learning to read and spell. In doing so, we pursue a psycholinguistic perspective and take into account knowledge about the acquisition of written language skills in typically developing children.
Children who struggle with reading and spelling often also experience difficulties when learning a foreign language. The aim of a sub-project is therefore to examine different language skills of children with and without developmental dyslexia and dysgraphia in English and German.
In this way, we want to determine which language skills in the first language have an influence on the acquisition of the foreign language.
In order to develop research-based assessment and intervention procedures for developmental dyslexia it is essential to take into account acquisition patterns of typically developing children.
Therefor, some projects additionally focus on collecting normative data from typically developing children to uncover which abilities are essential for learning to read and to spell (e. g. phonological awareness).
Depending on our capacities, we offer indepth and cognitive-oriented assessment for children with developmental dyslexia and/or dysgraphia. This allows us to pinpoint specific areas of weakness in detail and to recommend a suitable research-based intervention.
In these projects, we cooperate with the DUDEN Institute, ZAPP and ZAPPL Potsdam as well as with researchers from Macquarie University in Sydney and the FU Berlin.
Funding for these projects comes from the German-Israel-Foundation (GIF) and Erasmus Mundus IDEALAB.
Outcome and contributions
von Hagen, A. & Stadie, N. (2020). Modelle des Lesens und Schreibens. In S. Niebuhr-Siebert (Hrsg.) Lese- und Schreiberwerb. Eine lebenslange Aufgabe professionell begleiten. Stuttgart: Thieme.
von Hagen, A., Kohnen, S., & Stadie, N. (online 2020, April 24). Foreign language attainment of children/adolescents with poor literacy skills: A systematic review and meta-analysis. Educational Psychology Review (2021) 33:459–488
von Hagen, A., Kohnen, S. & Stadie, N. (2018). Fremdspracherwerb bei Kindern mit Lese-Rechtschreibschwierigkeiten. Posterpräsentation, 19. Wissenschaftliches Symposium Deutscher Bundesverband der akademischen Sprachtherapeuten (dbs), Potsdam, Deutschland.
von Hagen, A., Kohnen, S. & Stadie, N. (2018). Form priming in German speaking children with poor word reading skills. Posterpräsentation, European Workshop of Cognitive Neuropsychology, Bressanone, Italien.
von Hagen, A., Kohnen, S. & Stadie, N. (2017). Foreign language attainement of children and adolescents with poor literacy skills: A systematic review protocol. PROSPERO 2017 CRD42017069980.
Stadie, N. & Schöppe, D. (2014). PhoMo-Kids. Phonologie Modellorientiert. Für Kinder in der Vorschule, 1., 2. und 3. Klasse. Köln: ProLog.
Schöppe, D. & Stadie, N. (2011). Multiple phonologische Verarbeitungsfähigkeiten von Kindern mit Entwicklungsdyslexie. Neurologie & Rehabilitation, 5/6, S. 295.
Schöppe, D., & Stadie, N. (2011). Multiple phonologische Verarbeitungsfähigkeiten von Kindern mit Entwicklungsdyslexie. Posterpräsentation, Jahrestagung der Gesellschaft für Aphasieforschung und -behandlung (GAB), Konstanz, Deutschland.
Stadie, N. (2010). Entwicklungsdyslexie im Rahmen kognitiv orientierter Erklärungsansätze. In: M. Lutjeharms, & C. Schmidt (Hrsg.) Lesekompetenz in Erst-, Zweit und Fremdsprache. Tübingen: Gunter Narr.
Breitenstein, S., & Stadie, N. (2009). Phonologische Verarbeitung bei Lese-Rechtschreib-Schwäche. Kinder aus der 1. bis 3. Klasse. Posterpräsentation, Herbsttreffen Patholinguistik, Potsdam, Deutschland.
Schröder, A., & Stadie, N. (2003). Analyse des buchstabierenden Lesens bei Entwicklungsdyslexie. Neurolinguistik, 17, 33-54.
Stadie, N. & van de Vijvers, R. (2003). A linguistic and neuropsychological approach to remediation in a german case of developmental dysgraphia. Annals of Dyslexia, 53, 280–299.
Schröder, A., & Stadie, N. (2002). To parse, to translate and to blend: Qualitative and quantitative assessment of letter-by-letter reading in developmental dyslexia. Posterpräsentation, European Workshop on Cognitive Neuropsychology, Bressanone, Italien.