Logo: Deutsches Institut für Internationale Pädagogische Forschung

Publications

Publikationendatenbank

show results

Autor:
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

Quelle:
In: Reading Research Quarterly, (2020) , online first

URL des Volltextes:
https://ila.onlinelibrary.wiley.com/doi/10.1002/rrq.299

Sprache:
Englisch

Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)

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(original):
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

Notizen:

last modified Nov 11, 2016