Intensive support for primary-school students with with difficulties in reading and spelling

dc.creator	Erwin Breitenbach
dc.date	2012-06-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:17:29Z
dc.date.available	2015-07-20T22:17:29Z
dc.identifier	1869-4845
dc.identifier	1869-4934
dc.identifier	https://doaj.org/article/c2edd23ec1fd41f1aeea1052608512ab
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/19023
dc.description	Referring to existing practical experience with reading classes and reading schools and to findings from research about designs of effective educational arrangements a three-month intensive support for students in 3rd grade with difficulties in reading and spelling was developed and tested for its efficacy in a control group design. In addition to cognitive abilities and performance in reading and spelling data about subjective well-being and academic self-concept have been collected. The sample contained 31 children.The spelling performance of the participating students significantly improved by the intensive training and remained steady over at least six months. At the beginning of the study the reading skills have been in a barely age-appropriate range and remained constant during the entire study period. The values of the investigated personality traits have also been age-appropriate and didn’t change over the period of training: only the variables “joy of learning” and “academic self-concept” decreased in the follow-up investigation, but still remained within the normal and inconspicuous range.The participating children left the intensive training courses with on average age-appropriate reading and spelling performances. The underachievement in spelling didn’t cause any undue psychological burden on the children and didn’t yet affect the academic self-concept.
dc.language	German
dc.publisher	Pabst Science Publishers
dc.relation	http://www.psychologie-aktuell.com/fileadmin/download/esp/2-2012_20130104/ESP-2-2012_06.pdf
dc.relation	https://doaj.org/toc/1869-4845
dc.relation	https://doaj.org/toc/1869-4934
dc.source	Empirische Sonderpädagogik, Vol 4, Iss 2, Pp 167-182 (2012)
dc.subject	reading and spelling development
dc.subject	dyslexia
dc.subject	teaching-learning arrangement
dc.subject	intensive training
dc.subject	reading classes
dc.subject	reading schools
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Intensive support for primary-school students with with difficulties in reading and spelling
dc.type	article