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  Impact of phonological processing skills on written language acquisition in illiterate adults

Landgraf, S., Beyer, R., Hild, I., Schneider, N., Horn, E., Schaadt, G., et al. (2012). Impact of phonological processing skills on written language acquisition in illiterate adults. Developmental Cognitive Neuroscience, 2(Suppl. 1), S129-S138. doi:10.1016/j.dcn.2011.11.006.

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Item Permalink: http://hdl.handle.net/11858/00-001M-0000-0014-54C4-1 Version Permalink: http://hdl.handle.net/21.11116/0000-0005-7CB4-5
Genre: Journal Article

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 Creators:
Landgraf, Steffen1, 2, 3, 4, Author
Beyer, Reinhard1, Author
Hild, Isabella1, Author
Schneider, Nancy1, Author
Horn, Eleanor1, Author
Schaadt, Gesa1, 5, Author              
Foth, Manja1, Author
Pannekamp, Ann1, 5, Author              
van der Meer, Elke1, 4, Author
Affiliations:
1Department of Psychology, Humboldt University Berlin, Germany, ou_persistent22              
2Center for Integrative Life Sciences, Berlin, Germany, ou_persistent22              
3Université Pierre et Marie Curie-Paris VI, France, ou_persistent22              
4Berlin School of Mind and Brain, Humboldt University Berlin, Germany, ou_persistent22              
5Department Neuropsychology, MPI for Human Cognitive and Brain Sciences, Max Planck Society, ou_634551              

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Free keywords: Alphabetization course; Illiteracy; Adults; Phonological processing skills; Written language acquisition
 Abstract: Illiteracy remains a world-wide problem not only for children but also for adults. Phonological processing has been defined as a crucial factor for the acquisition of written language, which usually occurs in childhood. However, it is unclear to what extent phonological processing is necessary in order for adults to acquire written language skills. We tested 47 illiterate adults before and after a one-year alphabetization course in several cognitive domains relevant to phonological processing and compared their results to 41 matched controls who did not take part in the alphabetization course. Phonological awareness in the narrower sense (e.g., phoneme association) was a stronger predictor of alphabetization outcome than demographic variables such as years of education. In addition, despite improvement of illiterate individuals in phonological awareness, short-term memory, and visual attention from before to after the alphabetization course, they did not reach the phonological processing level of literate controls. Our results confirm that the alphabetization of adults requires and enhances phonological processes similar to those of children. Nevertheless, specific aspects, such as improvements in short-term memory or visual attention, need to be considered in order to improve and optimize alphabetization programs for adults.

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Language(s): eng - English
 Dates: 2011-11-162011-04-282011-11-182011-11-282012-02-15
 Publication Status: Published in print
 Pages: -
 Publishing info: -
 Table of Contents: -
 Rev. Type: Peer
 Identifiers: DOI: 10.1016/j.dcn.2011.11.006
PMID: 22682902
Other: Epub 2011
 Degree: -

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Title: Developmental Cognitive Neuroscience
Source Genre: Journal
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Publ. Info: Amsterdam : Elsevier
Pages: - Volume / Issue: 2 (Suppl. 1) Sequence Number: - Start / End Page: S129 - S138 Identifier: ISSN: 1878-9293
CoNE: https://pure.mpg.de/cone/journals/resource/1878-9293