Zeitschrift 
Heilpädagogische Forschung : Zeitschrift für Pädagogik und Psychologie bei Behinderungen
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Anke Moch- Probleme leseschwacher Schüler

Daneman, M.& Carpenter, P.A.(1980). Individual differences in working memory. Journal of Verbal Learning and Verbal Behavior, 19, 450466.

Denckla, M.B.& Rudel, R.G.(1976). Rapid automatized naming (R.A.N.): Dyslexia differentiated from other learning disabilities. Neuropsychologia, 14, 471479.

Ensslen, S.(1984). Legasthenie und Sprachentwicklungsstörung: Ein Vergleich unter besonderer Berücksichtigung des ätiologischen Ge­sichtspunktes. Sprache& Kognition, 4, 242254.

Fleisher, L.S., Jenkins, J.R.& Pany, D.(1979). Effects on poor readers comprehension of training in rapid decoding. Reading Research Quarterly, 15, 3048.

Fletcher, J.M., Satz, P.& Scholes, R.J.(1981). Developmental changes in the linguistic performance correlates of reading achievement. Brain and Language, 13, 7890.

Frith, U.(1986). A developmental framework for developmental dyslexia. Annals of Dyslexia, 36, 6981.

Geest, van der T.(1978). Sprachentwicklungsprozesse in semantischer und interaktionistischer Sicht. ZEPP, 10, 286304.

Goldman, S.R.(1976). Reading skill and the minimum distance principle: A comparison of listening and reading comprehension. Journal of Experimental Child Psychology, 22, 123-142.

Goldman, S.R., Hogaboam, T.W., Bell, L.C.& Perfetti, C.A.(1980). Short-term retention of discourse during reading. Journal of Educational Psychology, 72, 647-655.

Goodman, K.S.(1976). Reading: A psycholingustic guessing game. In: H. Singer& R. Ruddell(Eds.). Theoretical models and processes of reading. Newark, DE: International Reading Ass., 497-508.

Grimm, H.(1978). Der Heidelberger Sprachentwicklungstest(H-S-E-T): Theoretische Grundlagen und empirische Ergebnisse. In: G. Augst (Hrsg.). Spracherwerb von 6 bis 16 Jahre. Düsseldorf: Schwann, 33-77.

Guthrie, J.T.(1973). Reading comprehension and syntactic response in good and poor readers. Journal of Educational Psychology, 65, 294-299.

Hörmann, H.(1977). Psychologie der Sprache. Berlin: Springer, 2. überarb. Aufl.

Jackson, M.& McClelland, J.L.(1979). Processing determinants of reading speed. Journal of Experimental Psychology, 108, 151181.

Jenkins, J., Stein, M.& Wysocki, K.(1984). Learning vocabulary through reading. American Educational Research Journal, 21, 767-787.

Jonasch, B.(1981). Semantische Verarbeitung in Bild- und Wortpaaren bei guten und schlechten Lesern des 4. Schuljahres. Unv. Dipl. Arbeit, Psychol. Inst. der Universität Bochum.

Just, M.A.& Carpenter, P.A.(1980). A theory of reading: From eye fixations to comprehension. Psychological Review, 87, 329354.

Just, M.A.& Carpenter, P.A.(1987). The psychology of reading and language comprehension. Boston: Allyn and Bacon.

Kainz, F.(1967). Psychologie der Sprache, Bd. 4. Stuttgart: Enke.

Karmiloff-Smith, A.(1986). Some fundamental aspects of language development after age 5. In: P. Fletcher& M. Garman(Eds.). Language acqusition. Cambridge: Cambridge University Press, 2nd Ed., 455474.

Klicpera, C.(1983). Kodierungsprozesse und Gedächtnisstrategien von legasthenen Schülern. ZEPP, 15, 4265.

Klicpera, C.(1985). Leistungsprofile von Kindern mit spezifischen Lese­und Rechtschreibschwierigkeiten. Heidelberg: Schindele.

LaBerge, P.& Samuels, S.J.(1974). Toward a theory of automatic in­formation processing in reading. Cognitive Psychology, 6, 293323.

Lesgold, A.& Resnick, L.(1982). How reading difficulties develop: Perspectives from a longitudinal study. In: J. Das, R. Mulcahey& A. Wall(Eds.), Theory and research in learning disabilities. New York: Plenum Press, 155-187.

Mann, V.A.(1984). Reading skill and language skill. Developmental Review, 4, 1-15.

Mann, V.A., Liberman, I.Y.& Shankweiler, D.(1980). Childrens me­mory for sentences and work strings in relation to reading ability. Memoıy& Cognition, 8, 329335.

Mann, V.A., Shankweiler, D.& Smith, S.T.(1984). The association between comprehension of spoken sentences and early reading ability: The role of phonetic representation. Journal of Child Language, 11, 627-643.

HEILPÄDAGOGISCHE FORSCHUNG Band XV, Heft 1, 1989

McClure, J., Kalk, M.& Keenan, V.(1980). Use of grammatical mor­phemes by beginning readers. Journal of Learning Disabilities, 13, 262-267.

McConkie, G.W.& Zola, D.(1981). Language constraints and the functional stimuli in reading. In: A.M. Lesgold& C.A. Perfetti (Eds.). Interactive processes in reading. Hillsdale, N.J.: Lawrence Erlbaum, 155-175.

McCormick, C.& Samuels, S.J.(1979). Word recognition by second graders: The unit of perception and interrelationships among accuracy, latency, and comprehension. Journal of Reading Behavior, 11, 107-118.

McCutchen, D.& Perfetti, C. A.(1982). The visual tonguetwister effect: Phonological activation in silent reading. Journal of Verbal Learning and Verbal Behavior, 21, 672-687.

Meumann, E.(1914). Abriß der experimentellen Pädagogik. Bd. III. (2. Aufl.). Leipzig: Engelmann.

Moch, A.(1985). Satzverstehen und visuelles Worterkennen. Unv. Diss. Universität Bielefeld.

Myer, B., Brandt, D.& Bluth, G.(1980). Use of top-level structure in text: Key for reading comprehension of ninth-grade students. Reading Research Quarterly, 16, 72103.

Nagy, W.E., Herman, P.A.& Anderson, R.C.(1985). Learning words from context, Reading Research Quarterly, 20, 233-253.

Oakan, R., Wiener, M.& Cromer, W.(1971). Identification, organiza­tion, and reading comprehension for good and poor readers. Journal of Educational Psychology, 62, 7178.

Perfetti, C.A.& Goldman, S.(1976). Discourse memory and reading comprehension skill. Journal of Verbal Learning and Verbal Behavior, 14, 3342.

Perfetti, C. A.& Roth, S.(1981). Some interactive processes in reading skill. In: A.M. Lesgold& C. A. Perfetti(Eds.). Interactive processes in reading. Hillsdale, N.J.: Lawrence Erlbaum, 269-297.

Scheerer, E.(1983). Probleme und Ergebnisse der experimentellen Lese­forschung. Fünf Jahre später. In: K.B. Günther& H. Günther (Hrsg.). Schrift, Schreiben, Schriftlichkeit. Tübingen: Niemeyer, 105-118.

Scheerer-Neumann, G.(1981). Prozeßanalyse der Leseschwäche. In: R. Valtin, U.H. Jung& G. Scheerer-Neumann(Hrsg.). Legasthenie in Wissenschaft und Unterricht. Darmstadt: Wiss. Buchgesellschaft, 183-210.

Smiley, S., Oakley, D., Worthen, D., Campione, J.& Brown, A.(1977). Recall of thematically relevant material by adolescent good and poor readers as a function of written versus oral presentation. Journal of Educational Psychology, 69, 381387.

Smith, F.(1971). Understanding reading. New York: Holt, Rinehart and Winston.

Stanovich, K.A.(1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16, 3271.

Stanovich, K.E.(1986 a). Explaining the variance in reading ability in terms of psychological processes: What have we learned? Annals of Dyslexia, 35, 67-96.

Stanovich, K.E.(1986 b). Matthew effects in reading: Some conse­quences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360406.

Stanovich, K.A.& West, R.F.(1983). On priming by a sentence con­text. Journal of Experimental Psychology: General, 112, 136. Stanovich, K.E., Cunningham, A.E.& Feeman, D.J.(1984). Intelli­gence, cognitive skills, and early reading progress. Reading Research

Quarterly, 19, 278303.

Stanovich, K.E., West, R.F.& Feeman, D.J.(1981). A longitudinal study of sentence context effects in second-grade children: Test of an interactive compensatory model. Journal of Experimental Child Psychology, 32, 185199.

Stein, C.L., Cairns, H.& Zurif, E.(1984). Sentence comprehension limitations related to syntactic deficits in reading-disabled children. Applied Psycholinguistic, 5, 305322.

Vellutino, F.R.(1979). Dyslexia: Theory and research. Cambridge, Mass.: MIT Press.

Vellutino, F.R.& Scanlon, D.(1982). Verbal processing in poor and normal readers. In: C.J. Brainerd& M. Pressley(Eds.). Verbal processes in children. New York: Springer, 189264.

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