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How can we make active learning work in K-12 education? Considering prerequisites for a successful […]
Brod, Garvin
Zeitschriftenbeitrag
| In: Psychological Science in the Public Interest | 2021
42307 Endnote
Autor*innen:
Brod, Garvin
Titel:
How can we make active learning work in K-12 education? Considering prerequisites for a successful construction of understanding
In:
Psychological Science in the Public Interest, 22 (2021) 1, S. 1-7
DOI:
10.1177/1529100621997376
URL:
https://journals.sagepub.com/doi/full/10.1177/1529100621997376
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Aktives Lernen; Lernmethode; Schüler; Naturwissenschaftliche Bildung; Entdeckendes Lernen; Grundschule; Sekundarstufe I; Sekundarstufe II; Vorwissen; Einflussfaktor; Lernerfolg; Arbeitsgedächtnis; Lernvoraussetzungen; Unterstützung; Kognitive Kompetenz; Metakognition; Lernforschung; Empirische Forschung
Abstract (english):
The construction-of-understanding ecosystem proves particularly useful because it provides an actionable framework of active learning that can be applied across disciplines. An assumption inherent in the framework is that active-learning practices are beneficial for student achievement in STEM. In this commentary, I have argued that there are prerequisites for this benefit to occur. Active-learning practices are demanding in that students need advanced cognitive and metacognitive capacities to be able to profit from them without being closely guided. The effects of insufficient cognitive and metacognitive capacities become most visible in younger students for whom these capacities are still developing. For example, elementary-school students struggle with constructing examples or drawings of abstract concepts as a result of their immature analogical reasoning skills (Breitwieser & Brod, 2021; Van Meter et al., 2006). This should not be taken to mean that active-learning practices cannot be beneficial for K-12 students, however. Prerequisites differ between practices, and a lack of them can often be counteracted with additional guidance. Instead, this commentary is intended as a pledge to consider prerequisites in order to choose those active-learning practices that are likely to work best for a particular group of students. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Außerunterrichtliches Peer Tutoring mit deutsch-türkischsprachigen Grundschulkindern. […]
Decristan, Jasmin; Schastak, Martin; Reitenbach, Valentina; Rauch, Dominique
Zeitschriftenbeitrag
| In: Zeitschrift für Erziehungswissenschaft | 2021
41082 Endnote
Autor*innen:
Decristan, Jasmin; Schastak, Martin; Reitenbach, Valentina; Rauch, Dominique
Titel:
Außerunterrichtliches Peer Tutoring mit deutsch-türkischsprachigen Grundschulkindern. Umsetzungsgenauigkeit und Umfang von bilingualer Kommunikation
In:
Zeitschrift für Erziehungswissenschaft, 24 (2021) 4, S. 841-860
DOI:
10.1007/s11618-021-01023-6
URN:
urn:nbn:de:0111-pedocs-252329
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-252329
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Deutsch
Schlagwörter:
Datenanalyse; Empirische Untersuchung; Deutschland; Grundschüler; Deutsch; Türkisch; Bilingualismus; Kooperatives Lernen; Kommunikation; Peergroup; Tutor; Tandem-Methode; Außerunterrichtliche Betreuung; Training; Rechnen; Leseförderung; Intervention; Implementierung; Umsetzung; Audioaufzeichnung;
Abstract:
Der vorliegende Beitrag fokussiert die Implementation von außerunterrichtlichen Peer Tutoring-Trainings im Lesen und Rechnen mit türkisch-deutschsprachigen Grundschulkindern. Hierbei bildeten jeweils zwei Grundschulkinder (Peers) ein Tandem, das von einer geschulten studentischen Trainingsleitung angeleitet wurde. Zur Erfassung der Implementation von Peer Tutoring-Elementen unter diesen Bedingungen wurde die Umsetzungsgenauigkeit herangezogen. Eine Besonderheit der Studie war, dass es einem Teil der Trainingsgruppen erlaubt war, beide Sprachen während des Trainings zu sprechen. Für die bilinguale Kommunikation wurden zusätzliche Operationalisierungen geprüft, um die Umsetzung bilingualer Kommunikation zu erfassen. Darüber hinaus wird im Beitrag konsequent zwischen der Implementation durch Trainingsleitungen und durch Lernende unterschieden. Die Ergebnisse unterstreichen die hohe Umsetzungsgenauigkeit der außerunterrichtlichen Peer Tutoring-Trainings. Sie zeigen aber auch auf, dass die Lernenden in diesem Setting nur wenig miteinander in ihrer Herkunftssprache kommunizierten und mehr türkischsprachige Impulse durch Trainingsleitungen nicht mit mehr bilingualer Kommunikation durch die Lernenden einherging. Der Beitrag liefert somit weitere Erkenntnisse zur Aktivierung und zum Umfang bilingualer Kommunikation beim kooperativen Lernen. (DIPF/Orig.)
Abstract (english):
The paper focusses on the implementation of extracurricular peer tutoring trainings in reading and arithmetic with Turkish-German primary school children. Two children formed a dyad and were accompanied by a trained undergraduate instructor. Adherence was used to measure the implementation of peer tutoring elements under these conditions. Some of the learners were allowed to speak both languages during the training. For bilingual communication, additional operationalizations were examined to capture its implementation. Furthermore, a consistent distinction is made between implementation by trainers and by peers. The results show high treatment adherence of extracurricular peer tutoring trainings. However, they also show that the learners communicated only little with each other in their language of origin and that more Turkish-language impulses by trainees did not correspond with more bilingual communication by the learners. The article thus provides further insights into the activation and extent of bilingual communication in cooperative learning. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung; Lehr und Lernqualität in Bildungseinrichtungen
Examining the contribution of RAN components to reading fluency, reading comprehension, and […]
Huschka, Sina Simone; Georgiou, George K.; Brandenburg, Janin; Ehm, Jan-Henning; Hasselhorn, Marcus
Zeitschriftenbeitrag
| In: Reading and Writing | 2021
41177 Endnote
Autor*innen:
Huschka, Sina Simone; Georgiou, George K.; Brandenburg, Janin; Ehm, Jan-Henning; Hasselhorn, Marcus
Titel:
Examining the contribution of RAN components to reading fluency, reading comprehension, and spelling in German
In:
Reading and Writing, 34 (2021) 9, S. 2317-2336
DOI:
10.1007/s11145-021-10145-6
URL:
https://link.springer.com/article/10.1007/s11145-021-10145-6
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Benennung; Geschwindigkeit; Lesefertigkeit; Leseverstehen; Rechtschreibung; Fonologische Bewusstheit; Buchstabe; Wissen; Fonologie; Kurzzeitgedächtnis; Kindergartenkind; Grundschule; Schüler; Schuljahr 01; Regressionsanalyse; Frankfurt <Main>; Deutschland
Abstract (english):
We examined the contribution of rapid automatized naming (RAN) components (articulation time, pause time, and pause time consistency) to reading fluency, reading comprehension, and spelling in a sample of 257 German children (139 boys, 118 girls; Mage = 5.60 years, SD = 0.31) followed from kindergarten to Grade 1. In kindergarten, children were assessed on measures of RAN (colors and objects), phonological awareness, letter-sound knowledge, phonological short-term memory, and paired-associate learning. Reading fluency, reading comprehension, and spelling were assessed at the end of Grade 1. Hierarchical regression analyses revealed that pause time and pause time consistency continued to predict reading fluency, but not reading comprehension or spelling, after controlling for the effects of the other cognitive skills assessed in kindergarten. Articulation time did not add to the prediction of any literacy skills. These findings support previous research suggesting that, during the early phases of learning to read, pause time holds the key in the relation between RAN and reading fluency. (DIPF/Orig,)
DIPF-Abteilung:
Bildung und Entwicklung
Gender differences in the comorbidity of ADHD symptoms and specific learning disorders in a […]
Kerner auch Koerner, Julia; Visser, Linda; Rothe, Josefine; Schulte-Körne, Gerd; Hasselhorn, Marcus
Zeitschriftenbeitrag
| In: Sustainability | 2021
41553 Endnote
Autor*innen:
Kerner auch Koerner, Julia; Visser, Linda; Rothe, Josefine; Schulte-Körne, Gerd; Hasselhorn, Marcus
Titel:
Gender differences in the comorbidity of ADHD symptoms and specific learning disorders in a population-based sample
In:
Sustainability, 13 (2021) 1, S. 8440
DOI:
10.3390/su13158440
URL:
https://www.mdpi.com/2071-1050/13/15/8440
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Sekundärkrankheit; Geschlechtsspezifischer Unterschied; Lernschwierigkeit; Leseschwäche; Rechtschreibschwäche; Rechenschwäche; Dyslexie; Dyskalkulie; Lehrer; Unterstützung; Schülerleistung; Grundschule; Schüler; Schülerin; Schuljahr 03; Schuljahr 04; Test; Befragung; Fragebogen; Empirische Untersuchung; Bayern; Hessen; Deutschland
Abstract:
Children with attention deficit hyperactivity disorder (ADHD) often exhibit comorbid specific learning disorders. In clinical samples, comorbidity in girls with ADHD tends to be more common than in boys with ADHD. However, this is not the case in studies of random samples. In this paper gender differences in the comorbidity of ADHD symptoms and learning disorders in reading, spelling and math are explored in a population-based sample of 2605 3rd and 4th graders (1304 girls) without symptoms of ADHD and 415 (141 girls) with symptoms of ADHD. Girls with ADHD symptoms had higher ratios of comorbid math disorders than boys with ADHD symptoms, but not with reading or spelling disorders. Math achievement was predicted by gender and by symptoms of inattention. Girls with ADHD symptoms and math disorders received the same amount of additional support from teachers or therapists as boys with ADHD symptoms and math disorders. Our results highlight the importance of exploring the increased comorbidity of specific learning disorders in children with ADHD symptoms and especially with math disorders in girls with ADHD symptoms. Implications for providing suitable interventions and preventing the accumulation of academic problems are discussed. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Improving reading rates and comprehension? Benefits and limitations of the reading acceleration […]
Korinth, Sebastian; Nagler, Telse
Zeitschriftenbeitrag
| In: Language and Linguistics Compass | 2021
41072 Endnote
Autor*innen:
Korinth, Sebastian; Nagler, Telse
Titel:
Improving reading rates and comprehension? Benefits and limitations of the reading acceleration approach
In:
Language and Linguistics Compass, 15 (2021) 3, S. e12408
DOI:
10.1111/lnc3.12408
URL:
https://onlinelibrary.wiley.com/doi/10.1111/lnc3.12408
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Empirische Forschung; Lesen; Leseverstehen; Lesegeschwindigkeit; Leistungssteigerung; Lesekompetenz; Schulanfänger; Unterrichtsmethode; Wirkung; Validität; Messverfahren; Aufmerksamkeit; Arbeitsgedächtnis; Einflussfaktor; Grundschüler; Sprache; Forschungsstand
Abstract (english):
The reading acceleration phenomenon refers to the effect that experimentally induced time constraints can generate instantaneous improvements of reading rate, accuracy and comprehension among typical and reading impaired readers of different age groups. An overview of studies applying the fading manipulation (i.e., letters are erased in reading direction), which induces the time constraints causing the acceleration phenomenon, is provided in the first part of this review. The second part summarises the outcomes of studies using a training approach called the reading acceleration program (RAP) that integrated core principles of the acceleration phenomenon to generate persistent reading performance improvements. Our review shows ample evidence for the validity of the acceleration phenomenon, since it has been replicated across various languages and populations. However, although there are several explanatory approaches for underlying mechanisms, none of them is well substantiated by empirical evidence so far. Similarly, although generally positive effects of RAP training were reported for several languages and groups of readers, the exact mechanisms causing improved reading rates and comprehension are not well understood. Our critical discussion points out several limitations of RAP that call for further research. However, we also highlight several benefits regarding RAP's potential as an intervention approach for enhancements in reading performance. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Ambulatory assessment of rumination and worry. Capturing perseverative cognitions in children's […]
Kramer, Andrea C.; Neubauer, Andreas B.; Leonhardt, Anja; Brose, Annette; Dirk, Judith; […]
Zeitschriftenbeitrag
| In: Psychological Assessment | 2021
41467 Endnote
Autor*innen:
Kramer, Andrea C.; Neubauer, Andreas B.; Leonhardt, Anja; Brose, Annette; Dirk, Judith; Schmiedek, Florian
Titel:
Ambulatory assessment of rumination and worry. Capturing perseverative cognitions in children's daily life
In:
Psychological Assessment, 33 (2021) 9, S. 827-842
DOI:
10.1037/pas0001020
URN:
urn:nbn:de:0111-pedocs-243171
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-243171
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Kind; Denken; Wiederholung; Negativität; Kognition; Affekt; Wohlbefinden; Arbeitsgedächtnis; Leistung; Messverfahren; Validität; Psychometrie; Grundschüler; Fragebogen; Test; Smartphone; Empirische Untersuchung; Frankfurt a.M.; Deutschland
Abstract:
Rumination and worry are common forms of perseverative cognition in children. Research has started to target perseverative cognitions in the everyday life of children, however, valid measurement instruments reliably capturing rumination and worry in children's daily life are still missing. We conducted two ambulatory assessment studies validating short scales suitable for the measurement of rumination and worry in children's daily life. Results of the first study (N = 110, 8-11 year-olds, 31 days, up to 4 daily measurements) supported a unidimensional structure of the rumination scale. Rumination was associated with negative affect (but not positive affect) on the within- and on the between-person level. On the between-person level, children who ruminated more showed poorer working memory performance. In the second study (N = 84, 8-10 year-olds, 21 days, up to 3 daily measurements), findings of Study 1 were largely replicated. Moreover, we established a unidimensional worry scale in Study 2 reliably capturing worry in children's daily life. Importantly, Study 2 showed that worry and rumination share common variance but can be differentiated in children. On the within-person level, higher levels of worry were associated with higher levels of negative affect and lower levels of positive affect. On the between-person level, worry was associated with higher levels of negative affect and lower working memory performance. Altogether, findings of both studies demonstrated that the short scales had excellent psychometric properties suggesting that they are helpful tools for the assessment of rumination and worry in children's daily life.person level, worry was associated with higher levels of negative affect and lower working memory performance. Altogether, findings of both studies demonstrated that the short scales had excellent psychometric properties suggesting that they are helpful tools for the assessment of rumination and worry in children's daily life. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Segregierte Schulmilieus, variierende Unterrichtsbedingungen und Lernleistungen der Schülerinnen […]
Kraus, Thorben; Weishaupt, Horst; Hosenfeld, Ingmar
Zeitschriftenbeitrag
| In: Zeitschrift für Grundschulforschung | 2021
40945 Endnote
Autor*innen:
Kraus, Thorben; Weishaupt, Horst; Hosenfeld, Ingmar
Titel:
Segregierte Schulmilieus, variierende Unterrichtsbedingungen und Lernleistungen der Schülerinnen und Schüler. Eine Analyse mit Daten der Grundschulen in Rheinland-Pfalz 2015/16
In:
Zeitschrift für Grundschulforschung, 14 (2021) 1, S. 129-148
DOI:
10.1007/s42278-020-00102-7
URL:
https://link.springer.com/article/10.1007%2Fs42278-020-00102-7
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Deutsch
Schlagwörter:
Bedingung; Deutschland; Grundschule; Korrelation; Lernen; Lernstandserhebung; Leseverstehen; Mathematische Kompetenz; Migrationshintergrund; Milieu; Modellbildung; Papier-Bleistift-Test; Personal; Rheinland-Pfalz; Schule; Schüler; Schülerleistung; Schulorganisation; Schulstatistik; Segregation; Sonderpädagogischer Förderbedarf; Soziale Benachteiligung; Sprache; Unterricht
Abstract:
Auf der Grundlage der VERA3-Daten der Grundschulen in Rheinland-Pfalz wird der Zusammenhang zwischen der sozialen Zusammensetzung der Schülerinnen und Schüler der einzelnen Schulen und den durchschnittlichen Leistungen im Leseverstehen und in Mathematik analysiert. Besonders interessiert der vermittelnde Einfluss der schulstatistisch erfassten schul- und unterrichtsorganisatorischen Bedingungen, weil sie - im Gegensatz zu der familiären Situation der Schülerinnen und Schüler - schulpolitisch beeinflusst werden können. Neben deskriptiven Befunden wird ein Pfadmodell berechnet, in das die schulorganisatorischen Variablen als vermittelnde Prozessvariablen des Zusammenhangs zwischen Merkmalen der Schülerschaft und den gemessenen durchschnittlichen Leistungen enthalten sind. (DIPF/Orig.)
Abstract (english):
Drawing on data from the VERA3 study of primary schools in Rhineland-Palatinate, the authors analyze the correlation between social compositions of students in individual schools and average reading and mathematics achievement. Particular attention is paid to the mediating influence of school statistically relevant conditions of school and instructional organization, which - other than the family background - can be influenced by educational policy-making. Alongside presenting descriptive findings, the authors calculate a path model which contains the school organizational variables as mediating process variables of the correlation between student population variables and measured average achievement. (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
Reading-impaired children improve through text-fading training. Analyses of comprehension, […]
Nagler, Telse; Zarić, Jelena; Kachisi, Fenke; Lindberg, Sven; Ehm, Jan-Henning
Zeitschriftenbeitrag
| In: Annals of Dyslexia | 2021
41227 Endnote
Autor*innen:
Nagler, Telse; Zarić, Jelena; Kachisi, Fenke; Lindberg, Sven; Ehm, Jan-Henning
Titel:
Reading-impaired children improve through text-fading training. Analyses of comprehension, orthographic knowledge, and RAN
In:
Annals of Dyslexia, 71 (2021) 3, S. 458-482
DOI:
10.1007/s11881-021-00229-x
URL:
https://link.springer.com/article/10.1007/s11881-021-00229-x
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Leseschwäche; Leseschwaches Kind; Leseprozess; Intervention; Text; Manipulation; Leseverstehen; Rechtschreibung; Wissen; Prädiktor; Grundschüler; Schuljahr 03; Leseübung; Training; Test; Empirische Untersuchung; Deutschland
Abstract (english):
Early intervention for children with reading impairments is crucial in order to achieve reading improvements and avoid school failure. One line of reading intervention research focuses on the experimental manipulation of reading rate through a text-fading training approach. Considering relevant reading-related predictors (i.e., orthographic knowledge and rapid automatized naming; RAN), we aim at evaluating the text-fading training's efficiency for a sample of German reading-impaired third graders (n = 120). The purpose of the present study was to examine (1) the predictive value of orthographic knowledge and RAN and their contribution of explained variance in comprehension performance during training, (2) text-fading training effects on reading rate and comprehension in a pre-post comparison, and (3) (lasting) text-fading training effects at word and sentence level in a pre-post-follow-up design. Results of structural models indicated RAN to be significantly related to comprehension performance for the experimental group, whereas no sufficient regression weight was found for orthographic knowledge. A reverse pattern was found for the self-paced group. No significant improvements regarding reading rate and comprehension were revealed for the experimental group after training. However, significant positive effects on word and sentence level at post-test time point indicate stronger reading improvements for the experimental compared to the control group. The retention of training gains was indicated at sentence-level reading 6 months after the training. Possible explanations for the presented positive training effects as well as the mixed results for reading rate, comprehension, and follow-up preservation are discussed.
DIPF-Abteilung:
Bildung und Entwicklung
Developmental trajectories of phonological information processing in upper elementary students with […]
Schmidt, Claudia; Brandenburg, Janin; Busch, Jenny; Büttner, Gerhard; Grube, Dietmar; […]
Zeitschriftenbeitrag
| In: Reading Research Quarterly | 2021
40003 Endnote
Autor*innen:
Schmidt, Claudia; Brandenburg, Janin; Busch, Jenny; Büttner, Gerhard; Grube, Dietmar; Mähler, Claudia; Hasselhorn, Marcus
Titel:
Developmental trajectories of phonological information processing in upper elementary students with reading or spelling disabilities
In:
Reading Research Quarterly, 56 (2021) 1, S. 143-171
DOI:
10.1002/rrq.299
URN:
urn:nbn:de:0111-pedocs-227500
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-227500
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Grundschüler; Schüler; Phonologie; Informationsverarbeitung; Lernschwierigkeit; Lesefertigkeit; Rechtschreibung; Entwicklung; Gedächtnis; Kognitive Prozesse; Schuljahr 03; Schuljahr 04; Schuljahr 05; Test; Computerunterstütztes Verfahren; Datenanalyse; Empirische Untersuchung; Längsschnittuntersuchung; Deutschland
Abstract:
Deficits in phonological information processing in upper elementary students with specific learning disabilities in reading or spelling may increase, decrease, or remain stable over time. The authors examined the development of phonological processing longitudinally in 209 students (109 with learning disabilities and 100 typically achieving; n = 127 boys) in Germany, from grade 3 to grade 5 (ages 8-11; mean age at recruitment = 8 years 6.78 months, SD = 5.39 months). Latent change score models revealed that the development of rapid automatized naming was best described as a decreasing deficit, whereas a persistent deficit in phonological awareness was observed. Differences between students with and without learning disabilities regarding the phonological loop increased over time. Further, there were no developmental differences as a function of reading versus spelling deficits. Theoretical and practical implications are discussed. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Which data do elementary school teachers use to determine reading difficulties in their students?
Schmitterer, Alexandra; Brod, Garvin
Zeitschriftenbeitrag
| In: Journal of Learning Disabilities | 2021
40752 Endnote
Autor*innen:
Schmitterer, Alexandra; Brod, Garvin
Titel:
Which data do elementary school teachers use to determine reading difficulties in their students?
In:
Journal of Learning Disabilities, 54 (2021) 5, S. 349-364
DOI:
10.1177/0022219420981990
URN:
urn:nbn:de:0111-pedocs-237621
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-237621
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
Lesestörung; Intervention; Grundschullehrer; Entscheidung; Diagnostik; Daten; Lesefertigkeit; Lesetest; Rechtschreibtest; Wortschatztest; Grundschüler; Schuljahr 03; Mehrebenenanalyse; Regressionsanalyse; Empirische Untersuchung; Hessen; Niedersachsen; Deutschland
Abstract:
Small-group interventions allow for tailored instruction for students with learning difficulties. A crucial first step is the accurate identification of students who need such an intervention. This study investigated how teachers decide whether their students need a remedial reading intervention. To this end, 64 teachers of 697 third-grade students from Germany were asked to rate whether a reading intervention for their students was "not necessary," "potentially necessary," or "definitely necessary." Independent experimenters tested the students' reading and spelling abilities with standardized tests, and a subsample of 370 children participated in standardized tests of phonological awareness and vocabulary. Findings show that teachers' decisions with regard to students' needing a reading intervention overlapped more with results from standardized spelling assessments than from reading assessments. Hierarchical linear models indicated that students' spelling abilities, along with phonological awareness and vocabulary, explained variance in teachers' ratings over and above students' reading skills. Teachers, thus, relied on proximal cues such as spelling skills to reach their decision. These findings are discussed in relation to clinical standards and educational contexts. Findings indicate that the teachers' assignment of children to interventions might be underspecified, and starting points for specific teacher training programs are outlined. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
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