Phonological processing in children with specific reading disorder versus typical learners: Factor structure and measurement invariance in a transparent orthography.

Autor/inn/en	Brandenburg, Janin; Klesczewski, Julia; Schuchardt, Kirsten; Fischbach, Anne; Büttner, Gerhard; Hasselhorn, Marcus
Titel	Phonological processing in children with specific reading disorder versus typical learners: Factor structure and measurement invariance in a transparent orthography.
Quelle	In: The journal of educational psychology, 109 (2017) 5, S. 709-726Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (inhaltlich überarbeitete Version); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000162
URN	urn:nbn:de:0111-pedocs-177438
Schlagwörter	Empirische Untersuchung; Faktorenanalyse; Faktorenstruktur; Vergleich; Kognitiver Prozess; Kurzzeitgedächtnis; Test; Kind; Schuljahr 03; Grundschule; Fonem; Fonologie; Fonologische Bewusstheit; Leseschwäche; Rechtschreibung; Messung; Bewusstheit; Modell; Struktur; Informationsverarbeitung; Deutschland
Abstract	Compared potential variances in the structure of phonological processing in children with specific reading disorder (RD) compared to typically learning children. A theoretical framework is provided with R. K. Wagner and J. K. Torgesen's (1987) English-language phonological processing model, which assumes 3 distinct constructs: phonological awareness (PA), rapid automatized naming (RAN), and the phonological loop (PL) of working memory. 109 German-speaking 3rd graders with RD and 100 same-grade typical learners completed standardized measures of PA, RAN, and PL. Confirmatory factor analyses was then used to compare the latent structure of these three processing skills across groups. The results demonstrated that Wagner and Torgesen's (1987) model is generalizable to German orthography with transparent grapheme-to-phoneme correspondences. Furthermore, factorial invariance was found across both groups with respect to the three phonological processing skills. Group invariance also resulted for the measurement and structural components of the model. In sum, the results suggest that phonological processing is similar across typical learners and children with RD as they attempt to acquire German orthography. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2018/4