Carsten Elbro
Biographic Data
| ID | 5972326 |
|---|---|
| NAME | Carsten Elbro |
| GIVEN NAMES | Carsten |
| FAMILY NAME | Elbro |
| SIGNATURE | ELBRO C |
| AFFILIATIONS | University of Copenhagen |
| ORCID | 0000-0001-8696-2486 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 21 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Children’s understanding of referential nominal metaphors
A referential metaphor is a cohesive tie between lexical items that are metaphorically related, (e.g. “The seagull took the bread from the coffee table. No one heard the thief”). The reference from the thief back to the seagull is metaphorical because thieves are human. The present article presents arguments and some empirical evidence that resolution of referential metaphors shares several of the core processes of general text comprehension. Two…
A national test of dyslexia
Different definitions and tests of dyslexia can cause unfairness and make life difficult for people with dyslexia as well as for the professionals. In 2012, the Danish government decided to support the fight against dyslexia. The government issued a public tender for the development of “a standardized, electronically administered test of dyslexia for use [...] from primary Grade 3 and up through all educational levels to 5-year university educati…
Morphological Intervention for Students With Limited Vocabulary Knowledge
Students with limited vocabulary knowledge are at high risk for reading comprehension difficulties. Previous studies have found that teaching morphology may support vocabulary growth. In the present study, the authors aimed to replicate and extend these findings by investigating both immediate and long‐term transfer effects to untaught words and untaught pseudowords with well‐known root morphemes. Fifth‐grade students ( N = 332) were randomly ass…
Predicting reading disabilities using dynamic assessment of decoding before and after the onset of reading instruction
Phonemic—Morphemic dissociation in university students with dyslexia
Dyslexia in a second language?—a dynamic test of reading acquisition may provide a fair answer
Dyslexia is hard to diagnose in a second language. Poor performance on a test of reading may be caused by poor language proficiency in the second language or by limited schooling rather than by poor reading ability per se. This confound was supported in a study of 88 adult second language learners and 65 native language speakers. The incidence of dyslexia in the second language learners varied widely depending on the measure of reading. In order …
The ability to learn new word meanings from context by school-age children with and without language comprehension difficulties
This study investigated young children's ability to use narrative contexts to infer the meanings of novel vocabulary items. Two groups of 15 seven- to eight-year olds participated: children with normally developing reading comprehension skill and children with weak reading comprehension skill. The children read short stories containing a novel word and were required to produce a meaning for the novel word, both before and after its useful definin…
Precursors of functional literacy
Predicting Dyslexia From Kindergarten
S This article presents results from a longitudinal study of children of dyslexic and of normally reading parents. The children were followed from the beginning of kindergarten (at the age of 6, 1 year before reading instruction in Denmark) until the beginning of the second grade. Children of dyslexic parents were found to have an increased risk of dyslexia (a 4.3 odds ratio) when dyslexia was defined as poor phonological recoding (poor reading o…
The role of morpheme recognition and morphological awareness in dyslexia
Dyslexia in adults
Differences in reading strategies reflect differences in linguistic abilities 1
A strong tendency towards a letter‐level recoding strategy in reading has traditionally been interpreted as a sign of poor skills in the visual modality. Dyslexics who read relatively few words ‘immediately’have been considered to suffer from poor visual discrimination and memory (e.g. Boder & Jarrico 1982). However, this assumption has never been experimentally verified. The present study compared reading skills and strategies with auditory skil…
Dyslexics and normal beginning readers read by different strategies
Research on subtypes of developmental dyslexia often implies that dyslexics fall into discrete groups with different reading strategies and underlying deficits. Recently this assumption has been questioned (Stanovich 1989). However, the distributions of reading strategies in groups of dyslexic and normal readers have never been compared. With this aim, the present study compared the individual reading strategies in a group of 26 severely impaired…
Predicting Dyslexia From Kindergarten
S This article presents results from a longitudinal study of children of dyslexic and of normally reading parents. The children were followed from the beginning of kindergarten (at the age of 6, 1 year before reading instruction in Denmark) until the beginning of the second grade. Children of dyslexic parents were found to have an increased risk of dyslexia (a 4.3 odds ratio) when dyslexia was defined as poor phonological recoding (poor reading o…
Morphological Intervention for Students With Limited Vocabulary Knowledge
Students with limited vocabulary knowledge are at high risk for reading comprehension difficulties. Previous studies have found that teaching morphology may support vocabulary growth. In the present study, the authors aimed to replicate and extend these findings by investigating both immediate and long‐term transfer effects to untaught words and untaught pseudowords with well‐known root morphemes. Fifth‐grade students ( N = 332) were randomly ass…
Dyslexics and normal beginning readers read by different strategies
Research on subtypes of developmental dyslexia often implies that dyslexics fall into discrete groups with different reading strategies and underlying deficits. Recently this assumption has been questioned (Stanovich 1989). However, the distributions of reading strategies in groups of dyslexic and normal readers have never been compared. With this aim, the present study compared the individual reading strategies in a group of 26 severely impaired…
Differences in reading strategies reflect differences in linguistic abilities 1
A strong tendency towards a letter‐level recoding strategy in reading has traditionally been interpreted as a sign of poor skills in the visual modality. Dyslexics who read relatively few words ‘immediately’have been considered to suffer from poor visual discrimination and memory (e.g. Boder & Jarrico 1982). However, this assumption has never been experimentally verified. The present study compared reading skills and strategies with auditory skil…
Dyslexics and normal beginning readers read by different strategies
Research on subtypes of developmental dyslexia often implies that dyslexics fall into discrete groups with different reading strategies and underlying deficits. Recently this assumption has been questioned (Stanovich 1989). However, the distributions of reading strategies in groups of dyslexic and normal readers have never been compared. With this aim, the present study compared the individual reading strategies in a group of 26 severely impaired…
Dyslexia in adults
The role of morpheme recognition and morphological awareness in dyslexia
Predicting Dyslexia From Kindergarten
S This article presents results from a longitudinal study of children of dyslexic and of normally reading parents. The children were followed from the beginning of kindergarten (at the age of 6, 1 year before reading instruction in Denmark) until the beginning of the second grade. Children of dyslexic parents were found to have an increased risk of dyslexia (a 4.3 odds ratio) when dyslexia was defined as poor phonological recoding (poor reading o…
Precursors of functional literacy
The ability to learn new word meanings from context by school-age children with and without language comprehension difficulties
This study investigated young children's ability to use narrative contexts to infer the meanings of novel vocabulary items. Two groups of 15 seven- to eight-year olds participated: children with normally developing reading comprehension skill and children with weak reading comprehension skill. The children read short stories containing a novel word and were required to produce a meaning for the novel word, both before and after its useful definin…
Dyslexia in a second language?—a dynamic test of reading acquisition may provide a fair answer
Dyslexia is hard to diagnose in a second language. Poor performance on a test of reading may be caused by poor language proficiency in the second language or by limited schooling rather than by poor reading ability per se. This confound was supported in a study of 88 adult second language learners and 65 native language speakers. The incidence of dyslexia in the second language learners varied widely depending on the measure of reading. In order …
Phonemic—Morphemic dissociation in university students with dyslexia
Predicting reading disabilities using dynamic assessment of decoding before and after the onset of reading instruction
Morphological Intervention for Students With Limited Vocabulary Knowledge
Students with limited vocabulary knowledge are at high risk for reading comprehension difficulties. Previous studies have found that teaching morphology may support vocabulary growth. In the present study, the authors aimed to replicate and extend these findings by investigating both immediate and long‐term transfer effects to untaught words and untaught pseudowords with well‐known root morphemes. Fifth‐grade students ( N = 332) were randomly ass…
A national test of dyslexia
Different definitions and tests of dyslexia can cause unfairness and make life difficult for people with dyslexia as well as for the professionals. In 2012, the Danish government decided to support the fight against dyslexia. The government issued a public tender for the development of “a standardized, electronically administered test of dyslexia for use [...] from primary Grade 3 and up through all educational levels to 5-year university educati…
Children’s understanding of referential nominal metaphors
A referential metaphor is a cohesive tie between lexical items that are metaphorically related, (e.g. “The seagull took the bread from the coffee table. No one heard the thief”). The reference from the thief back to the seagull is metaphorical because thieves are human. The present article presents arguments and some empirical evidence that resolution of referential metaphors shares several of the core processes of general text comprehension. Two…
Reading and Literacy Development (13 works) · Psychology (12 works) · Linguistics (11 works) · Cognitive psychology (9 works) · Dyslexia (8 works) · Cognitive and developmental aspects of mathematical skills (6 works) · Developmental psychology (6 works) · Phonological awareness (6 works) · Reading comprehension (5 works) · Computer Science (4 works)