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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 Page: 1 2 3 4 5 6 Hits 21 – 40 of 107 21 Development of working memory from grade 3 to 5. Differences between children with and without mathematical learning difficulties ... Klesczewski, Julia; Brandenburg, Janin; Fischbach, Anne. - : Routledge, Taylor & Francis Group, 2018 BASE Show details 22 Qualitätsbestimmende Faktoren bei der Implementierung von (Sprach-) Förderkonzepten Becker-Mrotzek, Michael; Butterworth, Judith. - : Kohlhammer, 2018 BASE Show details 23 Was sind eigentlich gesprochene Sprache und Schrift? Erwerbsgegenstand gesprochene und geschriebene Sprache Becker-Mrotzek, Michael. - : Kohlhammer, 2018 BASE Show details 24 Leseentwicklung im Grundschulalter. Kognitive Grundlagen und Risikofaktoren Lindberg, Sven; Hasselhorn, Marcus; Nagler, Telse In: Lernen und Lernstörungen 7 (2018) 1, S. 33-44 (2017) BASE Show details 25 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; Fischbach, Anne; Büttner, Gerhard; Hasselhorn, Marcus In: The Journal of educational psychology 109 (2017) 5, S. 709-726 (2017) Abstract: Although children with specific reading disorder (RD) have often been comparen to typically achieving children on various phonological processing tasks, to our knowledge no study so far has examined whether the structure of phonological processing applies to both groups of children alike. According to Wagner and Torgesen (1987), phonological processing consists of 3 distinct constructs: phonological awareness (PA), rapid automatized naming (RAN), and the phonological loop (PL) of working memory. The present study examined whether this phonological processing model which was originally developed for English orthography is also applicable to a more transparent language such as German. Furthermore, we tested whether the structure of phonological processing is invariant across typically achieving children and children with RD. Therefore, 209 German-speaking 3rd graders (100 typical learners and 109 children with RD) completed a comprehensive test battery assessing PA, RAN, and PL. Using confirmatory factor analyses, we compared the latent structure of these phonological processing skills across both groups. The study yielded 3 important findings: First, Wagner and Torgesen's (1987) model transfers to the German language and its orthography with transparent grapheme-to-phoneme correspondences. Second, the tripartite structure of phonological processing was evident across both groups (factorial invariance). Third, group invariance was also found for the measurement and structural components of the model (measurement invariance). These findings suggest that the nature of phonological processing is invariant across typically achieving children and children with RD acquiring the transparent orthography of German. Theoretical and practical implications are discussed. (DIPF/Orig.) Keyword: Child; ddc:370; Deutschland; Education; Elementary School; Empirical study; Empirische Bildungsforschung; Empirische Untersuchung; Erziehung; Factor analysis; Faktorenanalyse; Germany; Grundschule; Information processing; Informationsverarbeitung; Kind; Kognitive Prozesse; Lesestörung; Messung; Modell; Pädagogische Psychologie; Phonologie; Primary school; Primary school lower level; Rechtschreibung; School year 03; Schul- und Bildungswesen; Schuljahr 03; Struktur; Test; Vergleich URL: http://nbn-resolving.de/urn:nbn:de:0111-pedocs-177438 https://www.pedocs.de/volltexte/2020/17743/pdf/Brandenburg_JournalEdPsych_Version_peDOCS_A.pdf https://www.pedocs.de/volltexte/2020/17743/ BASE Hide details 26 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. - : American Psychological Association, 2017 BASE Show details 27 Arbeitsgedächtnis und Sprachentwicklungsstörungen. Bestandsaufnahme und Möglichkeiten der Diagnostik ... Hasselhorn, Marcus. - : Verlag Modernes Lernen, 2017 BASE Show details 28 The training of morphological decomposition in word processing and its effects on literacy skills Bar-Kochva, Irit; Hasselhorn, Marcus In: Frontiers in psychology 8 (2017) 1583, 17 S. (2017) BASE Show details 29 The training of morphological decomposition in word processing and its effects on literacy skills ... Bar-Kochva, Irit; Hasselhorn, Marcus. - : Frontiers Research Foundation, 2017 BASE Show details 30 Arbeitsgedächtnis und Sprachentwicklungsstörungen. Bestandsaufnahme und Möglichkeiten der Diagnostik Hasselhorn, Marcus In: Sprachförderung und Sprachtherapie in Schule und Praxis 6 (2017) 3, S. 175-181 (2017) BASE Show details 31 The Training of Morphological Decomposition in Word Processing and Its Effects on Literacy Skills Bar-Kochva, Irit; Hasselhorn, Marcus. - : Frontiers Media S.A., 2017 BASE Show details 32 Zur Entwicklung eines interaktiven Verfahrens der Sprachstandsermittlung bei mehrsprachig aufwachsenden Kindern. Von der Idee zu ersten Umsetzungsschritten ... Roche, Jörg; Jessen, Moiken; Weidinger, Nicole. - : Universitäts- und Landesbibliothek Darmstadt, 2016 BASE Show details 33 Zur Entwicklung eines interaktiven Verfahrens der Sprachstandsermittlung bei mehrsprachig aufwachsenden Kindern. Von der Idee zu ersten Umsetzungsschritten Skoruppa, Katrin; Thissen, Frank; Jessen, Moiken... In: Zeitschrift für interkulturellen Fremdsprachenunterricht 21 (2016) 2, S. 127-142 (2016) BASE Show details 34 Die Bund-Länder Initiative „Bildung durch Sprache und Schrift (BiSS)“ Becker-Mrotzek, Michael; Hasselhorn, Marcus; Roth, Hans-Joachim. - 2016 BASE Show details 35 Sprache. Schlüssel früher Bildung [Interview] ... Hasselhorn, Marcus; Sallat, Stephan. - : Thieme, 2015 BASE Show details 36 Differentiation of competence and affect self-perceptions in elementary school students. Extending empirical evidence ... Arens, A. Katrin; Hasselhorn, Marcus. - : Springer, 2015 BASE Show details 37 Die Entwicklung des akademischen Selbstkonzeptes bei Grundschulkindern mit Lernschwierigkeiten ... Schuchardt, Kirsten; Brandenburg, Janin; Fischbach, Anne. - : Springer VS, 2015 BASE Show details 38 Working memory in children with learning disabilities in reading versus spelling. Searching for overlapping and specific cognitive factors Brandenburg, Janin; Klesczewski, Julia; Fischbach, Anne... In: Journal of Learning Disabilities 48 (2015) 6, S. 622-634 (2015) BASE Show details 39 Long-term effects of a parent- based language intervention on language outcomes and working memory for late-talking toddlers Multhauf, Bettina; Pietz, Joachim; Buschmann, Anke... In: Journal of Early Intervention 37 (2015) 3, S. 175-189 (2015) BASE Show details 40 Sprache. Schlüssel früher Bildung [Interview] Hasselhorn, Marcus; Sallat, Stephan In: Sprache, Stimme, Gehör 39 (2015) 2, S. 93 (2015) BASE Show details Page: 1 2 3 4 5 6

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