Identifying Predictors of Performance in Reading and Writing in Primary Students with Mild Learning Difficulties

Autor/inn/en	Stranghöner, Daniela; Wild, Elke; Schwinger, Malte
Titel	Identifying Predictors of Performance in Reading and Writing in Primary Students with Mild Learning Difficulties
Quelle	In: European Journal of Special Needs Education, 37 (2022) 5, S.804-818 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2021.1954345
Schlagwörter	Academic Achievement; Special Needs Students; Reading Ability; Writing Ability; Mild Intellectual Disability; Foreign Countries; Elementary School Students; Literacy; Germany + Suchen Sie Ihr Suchwort? Schulleistung; Sonderpädagogischer Förderbedarf; Reading competence; Lesekompetenz; Schreibkompetenz; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Deutschland
Abstract	Although numerous studies have reported the predictive power of various factors for academic performance in regular students, little is known about the predictive power of students with Special Educational Needs (SEN). In the present study, we investigated the relative importance of thoroughly selected factors like prior performance, intelligence, ability self-concept, domain-specific interest, gender, migration background, and school setting for reading and writing (literacy) performance of students with mild learning difficulties (MLD). Data from a representative German sample of elementary school children with MLD were examined. Our results revealed that prior performance, school setting, intelligence, and ability self-concept were significant predictors for performance in literacy. Relative weights did not differ significantly between different types of schooling. Our findings mostly resemble former research on regular students. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01