Developmental trajectories of phonological information processing in upper elementary students with reading or spelling disabilities.

Autor/inn/en	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, 56 (2021) 1, S. 143-171Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0034-0553; 1936-2722
DOI	10.1002/rrq.299
URN	urn:nbn:de:0111-pedocs-227500
Schlagwörter	Empirische Untersuchung; Längsschnittuntersuchung; Gedächtnis; Kognitiver Prozess; Test; Schuljahr 03; Schuljahr 04; Schuljahr 05; Grundschule; Schüler; Lernschwierigkeit; Datenanalyse; Lesefertigkeit; Rechtschreibung; Computerunterstütztes Verfahren; Entwicklung; Informationsverarbeitung; 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.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2