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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 6 of 6 1 Developmental trajectories of phonological information processing in upper elementary students with reading or spelling disabilities Schmidt, Claudia; Brandenburg, Janin; Busch, Jenny... In: Reading research quarterly 56 (2021) 1, S. 143-171 (2020) BASE Show details 2 Differences in counting skills between Chinese and German children are accompanied by differences in processing of approximate numerical magnitude information Lonnemann, Jan; Li, Su; Zhao, Pei... In: Frontiers in psychology 9 (2019), 8 S. (2019) BASE Show details 3 Simpel, aber doch komplex. Vom Dekodieren zum Leseverständnis Ehm, Jan-Henning In: Schulmanagement 49 (2018) 1, S. 28-30 (2018) BASE Show details 4 Kognitive Profile bei lese-rechtschreibschwachen Kindern mit und ohne Aufmerksamkeitsprobleme Fischbach, Anne; Brandenburg, Janin; Mähler, Claudia... In: Lernen und Lernstörungen 6 (2017) 4, S. 169-181 (2017) BASE Show details 5 Phonological processing in children with specific reading disorder versus typical learners. Factor structure and measurement invariance in a transparent orthography Brandenburg, Janin; Klesczewski, Julia; Schuchardt, Kirsten... In: The Journal of educational psychology 109 (2017) 5, S. 709-726 (2017) BASE Show details 6 Working memory functioning in children with poor mathematical skills. Relationships to IQ-achievement discrepancy and additional reading and spelling difficulties Klesczewski, Julia; Brandenburg, Janin; Fischbach, Anne; Grube, Dietmar; Hasselhorn, Marcus; Büttner, Gerhard In: Zeitschrift für Psychologie 223 (2015) 2, S. 83-92 (2015) Abstract: Previous research on working memory (WM) in children with poor mathematical skills has yielded heterogeneous results, possibly due to inconsistent consideration of the IQ-achievement discrepancy and additional reading and spelling difficulties. To examine the impact of both, the WM of 68 average-achieving and 68 low-achieving third-graders in mathematics was assessed. Preliminary analyses showed that poor mathematical skills were associated with poor WM. Afterwards, children with isolated mathematical difficulties were separated from those with additional reading and spelling difficulties. Half of each group fulfilled the IQ-achievement discrepancy, resulting in a 2 (additional reading and spelling difficulties: yes/no) by 2 (IQ-achievement discrepancy: yes/no) factorial design. Analyses revealed that not fulfilling the IQ achievement discrepancy was associated with poor visual WM, whereas additional reading and spelling difficulties were associated with poor central executive functioning in children fulfilling the IQ-achievement discrepancy. Therefore, WM in children with poor mathematical skills differs according to the IQ-achievement discrepancy and additional reading and spelling difficulties. (DIPF/Orig.) Keyword: Acalculia; Arbeitsgedächtnis; Child; ddc:370; Deutschland; Education; Elementary School; Empirical study; Empirische Bildungsforschung; Empirische Untersuchung; Erziehung; Germany; Grundschulalter; Grundschule; Intelligence quotient; Intelligenzquotient; Kind; Kognitive Prozesse; Learning Difficulties; Learning Difficulty; Learning difficulty in arithmetic; Learning disorder; Lernschwierigkeit; Lesen; Phonologie; Primary school; Primary school lower level; Rechenschwäche; Rechtschreibung; School year 03; Schul- und Bildungswesen; Schuljahr 03; Visuelle Wahrnehmung URL: https://www.pedocs.de/volltexte/2017/12728/pdf/zfp_223_2_Klesczewski_A.pdf https://www.pedocs.de/volltexte/2017/12728/ http://nbn-resolving.de/urn:nbn:de:0111-pedocs-127285 BASE Hide details

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