@article{37456, author = {{Paleczek, Lisa and Seifert, Susanne and Gasteiger-Klicpera, Barbara}}, issn = {{0033-3085}}, journal = {{Psychology in the Schools}}, keywords = {{Developmental and Educational Psychology, Education}}, number = {{3}}, pages = {{228--245}}, publisher = {{Wiley}}, title = {{{INFLUENCES ON TEACHERS’ JUDGMENT ACCURACY OF READING ABILITIES ON SECOND AND THIRD GRADE STUDENTS: A MULTILEVEL ANALYSIS}}}, doi = {{10.1002/pits.21993}}, volume = {{54}}, year = {{2017}}, } @inbook{32073, author = {{Blumberg, Eva and Niederhaus, Constanze}}, booktitle = {{Wie schaffen wir das? Materialien Deutsch als Zweit- und Fremdsprache 97}}, editor = {{Middeke, Annegret and Eichstaedt, Annett and Jung, Matthias and Kniffka, Gabriele}}, pages = {{51--71}}, publisher = {{Universitätsverlag}}, title = {{{Naturwissenschaftlicher Sachunterricht in der internationalen Vorbereitungsklasse: Sprachliches und fachliches Lernen geflüchteter Kinder fördern – Ein Lehr-Lernprojekt zur sprachsensiblen Entwicklung und Erprobung naturwissenschaftlich-technischen Sachunterrichts in der universitären Ausbildung zukünftiger Sachunterrichtslehrkräfte}}}, year = {{2017}}, } @inbook{39645, author = {{Morrien, Rita}}, booktitle = {{Die Lust zu gehen. Weibliche Flanerie in Literatur und Film}}, editor = {{Banita, Georgiana and Ellenbürger, Judith and Glasenapp, Jörn }}, isbn = {{9783770561919 }}, pages = {{59--75}}, publisher = {{Wilhelm Fink}}, title = {{{"Gehen am äußersten Rand der Fußsohlen": Zur Adaption des Flanerietopos in Herta Müllers Reisende auf einem Bein und Angela Krauß' Milliarden neuer Sterne}}}, volume = {{3}}, year = {{2017}}, } @article{20250, author = {{Gaspers, Judith and Cimiano, Philipp and Rohlfing, Katharina and Wrede, Britta}}, journal = {{IEEE Transactions on Cognitive and Developmental Systems}}, pages = {{183--196}}, title = {{{Constructing a Language From Scratch: Combining Bottom–Up and Top–Down Learning Processes in a Computational Model of Language Acquisition}}}, doi = {{10.1109/TCDS.2016.2614958}}, volume = {{9}}, year = {{2017}}, } @article{20245, author = {{Nomikou, Iris and Leonardi, Giuseppe and Radkowska, Alicja and Rączaszek-Leonardi, Joanna and Rohlfing, Katharina}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, title = {{{Taking Up an Active Role: Emerging Participation in Early Mother–Infant Interaction during Peekaboo Routines}}}, doi = {{10.3389/fpsyg.2017.01656}}, year = {{2017}}, } @article{20246, author = {{Nomikou, Iris and Koke, Monique and Rohlfing, Katharina}}, journal = {{Brain Sciences }}, title = {{{Verbs in mothers’ input to six-month-olds: Synchrony between presentation, meaning, and actions Is related to later verb acquisition.}}}, doi = {{10.3390/brainsci7050052}}, year = {{2017}}, } @article{20204, author = {{Grimminger, Angela and Rohlfing, Katharina}}, journal = {{Proceedings of the 6th International Workshop on Child Computer Interaction (WOCCI 2017)}}, pages = {{28--33}}, title = {{{“Can you teach me?” – Children teaching new words to a robot in a book reading scenario.}}}, year = {{2017}}, } @article{17875, abstract = {{Early identification of primary language delay is crucial to implement effective prevention programs. Available screening instruments are based on parents' reports and have only insufficient predictive validity. This study employed observational measures of preverbal infants' gestural communication to test its predictive validity for identifying later language delays. Pointing behavior of fifty-nine 12-month-old infants was analyzed and related to their language skills 1 year later. Results confirm predictive validity of preverbal communication for language skills with the hand shape of pointing being superior compared to the underlying motives for pointing (imperative vs. declarative). Twelve-month-olds who pointed only with their open hand but never with their index finger were at risk for primary language delay at 2 years of age.}}, author = {{Lüke, Carina and Grimminger, Angela and Rohlfing, Katharina and Liszkowski, Ulf and Ritterfeld, Ute}}, issn = {{1467-8624}}, journal = {{CHILD DEVELOPMENT}}, number = {{2}}, pages = {{484--492}}, publisher = {{Wiley}}, title = {{{In Infants' Hands: Identification of Preverbal Infants at Risk for Primary Language Delay}}}, doi = {{10.1111/cdev.12610}}, volume = {{88}}, year = {{2017}}, } @book{20197, author = {{Grimminger, Angela}}, title = {{{Gestische und sprachliche Kommunikation von 12—16 Monate alten Kindern und ihren Bezugspersonen in wiederkehrenden, semi-naturalistischen Interaktionen und individuelle Unterschiede in der späteren Sprachentwicklung}}}, doi = {{10.17619/UNIPB/1-77}}, year = {{2017}}, } @inproceedings{30984, author = {{Schubert, Katrin and Krüger, Carolin}}, booktitle = {{Bericht zur Tagung am Institut für Deutsche Sprache (IDS) in Mannheim, 7. und 8. April 2017. In ZGL, Jg. 45 Heft 3}}, pages = {{435--442}}, title = {{{Sprachliche Sozialgeschichte des Nationalsozialismus – Themen und Zugänge}}}, year = {{2017}}, } @article{20228, author = {{Heller, Vivian and Rohlfing, Katharina}}, journal = {{Frontiers in Psychology}}, title = {{{Reference as an Interactive Achievement: Sequential and Longitudinal Analyses of Labeling Interactions in Shared Book Reading and Free Play}}}, volume = {{8}}, year = {{2017}}, } @article{20229, author = {{Rohlfing, Katharina and Ceurremans, Josefa and Horst, Jessica S. }}, journal = {{Communication Disorders Quarterly}}, title = {{{Benefits of repeated book readings in children with SLI}}}, year = {{2017}}, } @article{20207, author = {{Müller, Christina and Grimminger, Angela and Caroli, Brigitte and Rohlfing, Katharina}}, journal = {{Frühförderung Interdisziplinär}}, pages = {{187--199}}, title = {{{ Diagnostik des vorsprachlichen Kommunikationsverhaltens: Pilotstudie zur Konstruktvalidität eines neuen Elternfragebogens (Komm!-Bogen). }}}, volume = {{4}}, year = {{2017}}, } @article{20206, author = {{Lüke, Carina and Ritterfeld, Ute and Grimminger, Angela and Liszkowski, Ulf and Rohlfing, Katharina}}, journal = {{Journal of Speech, Language, and Hearing Research}}, pages = {{3185--3197}}, title = {{{Development of pointing gestures in children with typical and delayed language acquisition. }}}, doi = {{10.1044/2017_JSLHR-L-16-0129}}, year = {{2017}}, } @article{20205, author = {{Rohlfing, Katharina and Grimminger, Angela and Lüke, Carina}}, journal = {{Frontiers in Psychology }}, title = {{{An Interactive View on the Development of Deictic Pointing in Infancy. }}}, doi = {{10.3389/fpsyg.2017.01319}}, year = {{2017}}, } @book{40932, editor = {{Topalović, Elvira and Uhl, Benjamin}}, publisher = {{Paderborn: Westermann Schöningh}}, title = {{{Hören – Sprechen – Lesen – Schreiben. Band 1: Basale Sprachfähigkeiten. DaM – DaZ – DaF.}}}, year = {{2017}}, } @inbook{41946, author = {{Topalović, Elvira and Uhl, Benjamin}}, booktitle = {{Deutsch lernen: Hören – Sprechen – Lesen – Schreiben. }}, editor = {{Topalović, Elvira and Uhl, Benjamin}}, pages = {{139--184}}, publisher = {{Westermann Schöningh}}, title = {{{Richtig schreiben. }}}, volume = {{1}}, year = {{2017}}, } @inbook{41947, author = {{Topalović, Elvira}}, booktitle = {{Deutsch lernen: Hören – Sprechen – Lesen – Schreiben. }}, editor = {{Topalović, Elvira and Uhl, Benjamin}}, pages = {{65--138}}, publisher = {{Westermann Schöningh}}, title = {{{Lesen und schreiben lernen.}}}, volume = {{1}}, year = {{2017}}, } @inbook{41936, author = {{Jörg, Jost and Topalović, Elvira and Uhl, Benjamin}}, booktitle = {{Fachunterricht und Sprache in schulischen Lehr-/Lernprozessen.}}, editor = {{Ahrenholz, Bernt and Hövelbrinks, Britta and Schmellentin, Claudia}}, pages = {{161--182}}, publisher = {{Narr}}, title = {{{Sprachsensibler Mathematikunterricht in Hauptschulen. Sprache im Fach aus Sicht von Sprachfördercoaches, Lehrkräften und Lernenden in einem BiSS-Projekt.}}}, year = {{2017}}, } @inbook{41935, author = {{Uhl, Benjamin and Topalović, Elvira}}, booktitle = {{Inklusiver Unterricht in der Grundschule}}, editor = {{Hellmich, Frank and Blumberg, Eva}}, pages = {{155--169}}, publisher = {{Kohlhammer}}, title = {{{Gemeinsames Lernen im Sprachunterricht: Wie können Lernaufgaben sprachlich variiert werden?}}}, year = {{2017}}, }