Diese Studie wurde erfolgreich abgeschlossen. Wir sind immer noch mit der Auswertung der Daten beschäftigt. Erste Studienresultate wurden bereits publiziert. Bitte kontaktieren Sie uns, falls Sie an den Artikeln interessiert sind!

Wir danken all unseren Kindern und deren Familien für die tolle Unterstützung!

 

Artikel:

Karipidis et al. (2021): Developmental Trajectories of Letter and Speech Sound Integration During Reading Acquisition

Fraga-González et al. (2021): The rise and fall of rapid occipito-temporal sensitivity to letters: Transient specialization through elementary school

Fraga-González et al. (2022, in press): Visual occipito-temporal N1 sensitivity to digits across elementary school

Haag et al. (2021): Impact of parental reading skills and children's reading environment and interest at pre-school age on the vocabulary and reading skills in elementary school

Wang et al. (2020): Development of print-speech integration in the brain of beginning readers with varying reading skills

Mehringer et al. (2020): (Swiss) GraphoLearn: an app-based tool to support beginning readers

Pleisch et al. (2019): Simultaneous EEG and fMRI reveals stronger sensitivity to orthographic strings in the left occipito-temporal cortex of typical versus poor beginning readers

Pleisch et al. (2019): Emerging neural specialization of the ventral occipitotemporal cortex to characters through phonological association learning in preschool children.

Brem et al. (2017): Increasing expertise to a novel script modulates the visual N1 ERP in healthy adults

Karipidis et al. 2018: Simulating reading acquisition: The link between reading outcome and multimodal brain signatures of letter–speech sound learning in prereaders

Karipidis et al. 2017: Neural initialization of audiovisual integration in prereaders at varying risk for developmental dyslexia