title: [Prevention of dyslexia – short-term and intermediate effects of promoting phonological awareness and letter-sound correspondence with at-risk preschool children].
abstract: This study assesses the short-term and intermediate effects of preschool training stimulating phonological awareness and letter-sound correspondence for children at risk of developing dyslexia. Moreover, we examined whether training reduced the frequency of subsequent dyslexic problems.
  
  
  
  25 children at risk of developing dyslexia were trained with Hören, Lauschen, Lernen 1 und 2 (Küspert & Schneider, 2008; Plume & Schneider, 2004) by their kindergarten teachers and were compared with 60 untrained at-risk children.
  
  
  
  The training revealed a significant short-term effect: The phonological awareness of trained at-risk children increased significantly over that of untrained at-risk children. However, there were no differences in phonological awareness, spelling, and reading ability between the first-graders in the training and control group. Furthermore, reading problems were reduced in the training group.
  
  
  
  In the future, phonological awareness as well as additional predictors should be included when identifying children vulnerable to developing dyslexia. Moreover, in order to prevent dyslexia, additional prerequisite deficits need to be identified, alleviated, and their effects evaluated.
authors.affiliation: 1 Universität Potsdam, Lehrstuhl für Klinische Psychologie und Psychotherapie.
authors.forename: Anna
authors.initials: A
authors.lastname: Höse
authors.affiliation: 1 Universität Potsdam, Lehrstuhl für Klinische Psychologie und Psychotherapie.
authors.forename: Anne
authors.initials: A
authors.lastname: Wyschkon
authors.affiliation: 1 Universität Potsdam, Lehrstuhl für Klinische Psychologie und Psychotherapie.
authors.forename: Svenja
authors.initials: S
authors.lastname: Moraske
authors.affiliation: 1 Universität Potsdam, Lehrstuhl für Klinische Psychologie und Psychotherapie.
authors.forename: Marie
authors.initials: M
authors.lastname: Eggeling
authors.affiliation: 1 Universität Potsdam, Lehrstuhl für Klinische Psychologie und Psychotherapie.
authors.forename: Sabine
authors.initials: S
authors.lastname: Quandte
authors.affiliation: 1 Universität Potsdam, Lehrstuhl für Klinische Psychologie und Psychotherapie.
authors.forename: Juliane
authors.initials: J
authors.lastname: Kohn
authors.affiliation: 1 Universität Potsdam, Lehrstuhl für Klinische Psychologie und Psychotherapie.
authors.forename: Nadine
authors.initials: N
authors.lastname: Poltz
authors.affiliation: 2 DRK Kliniken Berlin Westend, Klinik für Kinder- und Jugendpsychiatrie, Psychotherapie und Psychosomatik.
authors.forename: Michael
authors.initials: M
authors.lastname: von Aster
authors.affiliation: 1 Universität Potsdam, Lehrstuhl für Klinische Psychologie und Psychotherapie.
authors.forename: Günter
authors.initials: G
authors.lastname: Esser
mesh_terms: D001364:Awareness; D002648:Child; D002675:Child, Preschool; D004410:Dyslexia / Q000175:diagnosis / Q000517:prevention & control* / Q000523:psychology; D018479:Early Intervention, Educational; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D008297:Male; D010700:Phonetics; D012307:Risk Factors
keywords: developmental dyslexia; phonological awareness; phonologische Bewusstheit; prevention; risk; specific developmental disorder