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Direct linkMoll, Kristina; Landerl, Karin – Scientific Studies of Reading, 2009
In two studies dissociations between reading and spelling skills were examined. Study 1 reports equally high prevalence rates for isolated deficits in reading (7%) or spelling (6%) in a representative sample (N = 2,029) of German-speaking elementary school children. In Study 2, children with isolated deficits were presented with the same words to…
Descriptors: Elementary School Students, Spelling, Economically Disadvantaged, Phonological Awareness
Peer reviewedPlass, Jan L.; Chun, Dorothy M.; Mayer, Richard E.; Leutner, Detlev – Journal of Educational Psychology, 1998
English-speaking college students (n=103) enrolled in a German course read a German story presented by a computer program which allowed them to choose a verbal or visual (picture or video clip) translation. Students remembered word translations better when they saw both annotations. Implications for a theory of multimedia learning are discussed.…
Descriptors: Cognitive Style, Computer Uses in Education, German, Higher Education
Magiste, Edith – Journal of Verbal Learning and Verbal Behavior, 1979
A cross-section method was used to study the developmental changes in elementary decoding and encoding processes of 163 Swedish-German bilingual students, whose length of residence in Sweden varied. It was demonstrated that decoding in two languages, expressed in terms of reaction time, develops faster than encoding. (SW)
Descriptors: Bilingualism, Comparative Analysis, Contrastive Linguistics, Decoding (Reading)
