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Simple Search
Hits 1 – 5 of 5
1
Development of working memory from grade 3 to 5. Differences between children with and without mathematical learning difficulties
Klesczewski, Julia
;
Brandenburg, Janin
;
Fischbach, Anne
...
In: International journal of disability, development and education 65 (2018) 5, S. 509-525 (2018)
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2
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)
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3
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)
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4
Working memory in children with learning disabilities in reading versus spelling. Searching for overlapping and specific cognitive factors
Brandenburg, Janin
;
Klesczewski, Julia
;
Fischbach, Anne
;
Schuchardt, Kirsten
;
Büttner, Gerhard
;
Hasselhorn, Marcus
In: Journal of Learning Disabilities 48 (2015) 6, S. 622-634 (2015)
Abstract:
In transparent orthographies like German, isolated learning disabilities in either reading or spelling are common and occur as often as a combined reading and spelling disability. However, most issues surrounding the cognitive causes of these isolated or combined literacy difficulties are yet unresolved. Recently, working memory dysfunctions have been demonstrated to be promising in explaining the emergence of literacy difficulties. Thus, we applied a 2 (reading disability: yes vs. no) × 2 (spelling disability: yes vs. no) factorial design to examine distinct and overlapping working memory profiles associated with learning disabilities in reading versus spelling. Working memory was assessed in 204 third graders, and multivariate analyses of variance were conducted for each working memory component. Children with spelling disability suffered from more pronounced phonological loop impairments than those with reading disability. In contrast, domain-general central-executive dysfunctions were solely associated with reading disability, but not with spelling disability. Concerning the visuospatial sketchpad, no impairments were found. In sum, children with reading disability and those with spelling disability seem to be characterized by different working memory profiles. Thus, it is important to take both reading and spelling into account when investigating cognitive factors of literacy difficulties in transparent orthographies.
Keyword:
Arbeitsgedächtnis
;
Cognitive competence
;
ddc:370
;
Deutsch
;
Deutschland
;
Dyslexia
;
Dysorthography
;
Education
;
Empirical study
;
Empirische Bildungsforschung
;
Empirische Untersuchung
;
Erziehung
;
German language
;
Germany
;
Grundschüler
;
Kognitive Kompetenz
;
Learning Difficulties
;
Learning Difficulty
;
Learning disorder
;
Legasthenia
;
Legasthenie
;
Lernschwierigkeit
;
Lesestörung
;
Multivariate Analyse
;
Multivariate analysis
;
Rechtschreibschwäche
;
Rechtschreibung
;
School year 03
;
Schul- und Bildungswesen
;
Schuljahr 03
;
Test
URL:
https://www.pedocs.de/volltexte/2017/13989/
https://www.pedocs.de/volltexte/2017/13989/pdf/0022219414521665_A.pdf
http://nbn-resolving.de/urn:nbn:de:0111-pedocs-139898
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5
Die Entwicklung des akademischen Selbstkonzeptes bei Grundschulkindern mit Lernschwierigkeiten
Schuchardt, Kirsten
;
Brandenburg, Janin
;
Fischbach, Anne
...
In: Zeitschrift für Erziehungswissenschaft 18 (2015) 3, S. 513-526 (2015)
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