Lese- und/oder Rechtschreibstörung: leitlinienbasierte Diagnostik und Therapie

• Literatur

• 1 Dirks E, Spyer G, van Lieshout EC. et al. Prevalence of combined reading and arithmetic disabilities. J Learn Disabil 2008; 41: 460-473
• 2 Fischbach A, Schuchardt K, Brandenburg J. et al. Prävalenz von Lernschwächen und Lernstörungen: Zur Bedeutung der Diagnosekriterien. Lernen und Lernstörungen 2013; 2: 65-76
• 3 Landerl K, Moll K. Comorbidity of learning disorders: prevalence and familial transmission. J Child Psychol Psychiatry 2010; 51: 287-294
• 4 Moll K, Kunze S, Neuhoff N. et al. Specific learning disorder: prevalence and gender differences. PLoS One 2014; 9: e103537
• 5 DGKJP. Hrsg. Leitlinie Diagnostik und Behandlung von Kindern und Jugendlichen mit Lese und/oder Rechtschreibstörung. 2015. Zugriff am 04. Oktober 2016 unter: www.awmf.org/leitlinien/detail/ll/028-044.html
• 6 Schulte-Körne G. Ansprechpartner Leitlinien-Sekretariat. München: Klinik und Poliklinik für Kinder- und Jugendpsychiatrie, Psychosomatik und Psychotherapie; [e-mail] 2015
• 7 Arbeitsgemeinschaft Wissenschaftlicher Medizinischer Fachgesellschaften. 2013. retrieved 08.08.2016 from Zugriff am 04. Oktober 2016 unter: http://www.awmf.org/awmf-online-das-portal-der-wissenschaftlichen-medizin/awmf-aktuell.html
• 8 Moll K, Landerl K. Double Dissociation Between Reading and Spelling Deficits. Scientific Studies of Reading 2009; 13: 359-382
• 9 Remschmidt H, Schmidt M, Poustka F. Multiaxiales Klassifikationsschema für psychische Störungen des Kindes- und Jugendalters nach ICD-10 der WHO. 6. Aufl. Bern: Hogrefe; 2012
• 10 Petermann F, Petermann U. Hrsg. Wechsler Intelligence Scale for Children – Fourth Edition (WISC-IV, deutsche Version) 2011. Göttingen: Testzentrale; 2011
• 11 Petermann F, Daseking M. Zürcher Lesetest II. Bern: Verlag Huber; 2012
• 12 May P. HSP 1-9 Diagnose orthographischer Kompetenz. Hamburg: vpm; 2002
• 13 Schulte-Körne G. The prevention, diagnosis, and treatment of dyslexia. Dtsch Arztebl Int 2010; 107: 718-127
• 14 Goodman R. The Strengths and Difficulties Questionnaire: a research note. J Child Psychol Psychiatry 1997; 38: 581-586
• 15 Goodman R, Ford F, Richards H. et al. The Development and Well-Being Assessment: description and initial validation of an integrated assessment of child and adolescent psychopathology. J Child Psychology and Psychiatry 2000; 41: 645-655
• 16 Achenbach T. Manual for the child behavior checklist and revised child behavior profile Department of Psychiatry University of Vermont. 1983
• 17 Kaufman J, Birmaher B, Brent D. et al. Schedule for Affective Disorders and Schizophrenia for School-Age Children – Present and Lifetime version (K-SADS-PL): Initial reliability and validity data. J Am Acad Child Adolesc Psychiatry 1997; 36: 980-988
• 18 Endicott J, Spitzer RL. A diagnostic interview: the schedule for affective disorders and schizophrenia. Archives of General Psychiatry 1978; 35: 873-843
• 19 Badian NA. Persistent arithmetic, reading, or arithmetic and reading disability. Annals of Dyslexia 1999; 49: 43-70
• 20 Lewis C, Hitch GJ, Walker P. The prevalence of specific arithmetic difficulties and specific reading difficulties in 9- to 10-year-old boys and girls. J Child Psychol Psychiatry 1994; 35: 283-292
• 21 von Aster M, Schweiter M, Weinhold Zulauf MW. Rechenstörungen bei Kindern. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 2007; 39: 85-96
• 22 Sexton C, Gelhorn H, Bell J. et al. The co-occurrence of reading disorder and ADHD. Epidemiology, treatment, psychosocial impact, and economic burden. J Learn Disabil 2012; 45: 538-564
• 23 Goldston D, Walsh A, Mayfield AE. et al. Reading problems, psychiatric disorders, and funcional impairment from mid-to late adolescence. J Am Acad Child Adolesc Psychiatry 2007; 46: 25-32
• 24 Carroll JM, Maughan B, Goodman R. et al. Literacy difficulties and psychiatric disorders: evidence for comorbidity. J Child Psychol Psychiatry 2005; 46: 524-532
• 25 Paracchini S. Molecular Genetics of Dyslexia. In: eLS, published online. Wiley Online Library; John Wiley & Sons, Ltd.; 2001
• 26 Carrion-Castillo A, Franke B, Fisher SE. Molecular genetics of dyslexia: an overview. Dyslexia 2013; 19: 214-240
• 27 Giraud AL, Ramus F. Neurogenetics and auditory processing in developmental dyslexia. Curr Opin Neurobiol 2013; 23: 37-42
• 28 Richlan F, Kronbichler M, Wimmer H. Functional abnormalities in the dyslexic brain: A quantitative meta-analysis of neuroimaging studies. Hum Brain Mapp 2009; 30: 3299-3308
• 29 Linkersdorfer J, Lonnemann J, Lindberg S. et al. Grey matter alterations co-localize with functional abnormalities in developmental dyslexia: an ALE meta-analysis. PLoS One 2012; 7: e43122
• 30 Vandermosten M, Boets B, Wouters J. et al. A qualitative and quantitative review of diffusion tensor imaging studies in reading and dyslexia. Neurosci Biobehav Rev 2012; 36: 1532-1552
• 31 Raschle NM, Zuk J, Gaab N. Functional characteristics of developmental dyslexia in left-hemispheric posterior brain regions predate reading onset. Proc Natl Acad Sci 2012; 109: 2156-2161
• 32 Raschle NM, Chang M, Gaab N. Structural brain alterations associated with dyslexia predate reading onset. Neuroimage 2011; 57: 742-749
• 33 Black JM. Maternal history of reading difficulty is associated with reduced language-related grey matter in beginning readers. Neuroimage 2012; 59: 3021-3032
• 34 Vandermosten M, Vanderauwera J, Theys C. et al. A DTI tractography study in pre-readers at risk for dyslexia. Developmental Cogn Neurosci 2015; 14: 8-15
• 35 Guttorm TK, Leppanen PH, Richardson U. et al. Event-related potentials and consonant differentiation in newborns with familial risk for dyslexia. J Learn Disabil 2001; 34: 534-544
• 36 Molfese DL. Predicting dyslexia at 8 years of age using neonatal brain responses. Brain Lang 2000; 72: 238-245
• 37 Bach S, Richardson U, Brandeis D. et al. Print-specific multimodal brain activation in kindergarten improves prediction of reading skills in second grade. Neuroimage 2013; 82: 605-615
• 38 Brem S, Bach S, Kujala JV. et al. An electrophysiological study of print processing in kindergarten: the contribution of the visual n1 as a predictor of reading outcome. Dev Neuropsychol 2013; 38: 567-594
• 39 Clark KA, Helland T, Specht K. et al. Neuroanatomical precursors of dyslexia identified from pre-reading through to age 11. Brain 2014; 137: 3136-3141
• 40 Ruß M. Das iPad in der schulischen und sprachtherapeutischen Arbeit. In: Sallat S, Spreer M, Glück C. Hrsg. Sprache professionell fördern. Idstein: Schulz-Kirchner Verlag; 2014: 498-507
• 41 Ise E, Dolle K, Pixner S. et al. Effektive Förderung rechenschwacher Kinder. Kindheit und Entwicklung 2012; 21: 181-192
• 42 Galuschka K, Ise E, Krick K. et al. Effectiveness of treatment approaches for children and adolescents with reading disabilities: a meta-analysis of randomized controlled trials. PLoS One 2014; 9: e89900
• 43 Ehri LC, Nunes SR, Stahl SA. et al. Systematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading Panel’s Meta-Analysis. Review of Educational Research 2001; 71: 393-447
• 44 Ehri LC, Nunes SR, Willows DM. et al. Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panelʼs Meta-Analysis. Reading Research Quarterly 2001; 36: 250-287