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Article (journal) accessible via
URN: urn:nbn:de:0111-pedocs-227500
DOI: 10.25656/01:22750; 10.1002/rrq.299
URN: urn:nbn:de:0111-pedocs-227500
DOI: 10.25656/01:22750; 10.1002/rrq.299
| Title |
Developmental trajectories of phonological information processing in upper elementary students with reading or spelling disabilities |
|---|---|
| Authors |
Schmidt, Claudia;
Brandenburg, Janin   ;
Busch, Jenny ;
Büttner, Gerhard ;
Grube, Dietmar ;
Mähler, Claudia ;
Hasselhorn, Marcus |
| Source | Reading research quarterly 56 (2021) 1, S. 143-171  |
| Document | full text (940 KB) |
| License of the document |
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| Keywords (German) | 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 |
| sub-discipline | Empirical Educational Research |
| Document type | Article (journal) |
| ISSN | 0034-0553; 00340553 |
| Language | English |
| Year of creation | 2020 |
| review status | Peer-Reviewed |
| Abstract (English): | 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.) |
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 04.01.2022 |
| Citation | Schmidt, Claudia; Brandenburg, Janin; Busch, Jenny; Büttner, Gerhard; Grube, Dietmar; Mähler, Claudia; Hasselhorn, Marcus: 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 - URN: urn:nbn:de:0111-pedocs-227500 - DOI: 10.25656/01:22750; 10.1002/rrq.299 |
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