Journalartikel
Autorenliste: Stranghoener, Daniela; Hollmann, Jelena; Otterpohl, Nantje; Wild, Elke; Luetje-Klose, Birgit; Schwinger, Malte
Jahr der Veröffentlichung: 2017
Seiten: 125-136
Zeitschrift: German Journal of Educational Psychology
Bandnummer: 31
Heftnummer: 2
ISSN: 1010-0652
eISSN: 1664-2910
DOI Link: https://doi.org/10.1024/1010-0652/a000202
Verlag: Hogrefe
Abstract:
The present study examines the development of reading and writing performance in primary students with mild learning difficulties in inclusive and exclusive school settings ("mit Forderschwerpunkt Lernen" in the German school system; see Hornby, 2014, p.44). Moreover, we considered the importance of potentially predicting factors such as intelligence, sex, and socioeconomic status. The analyses are based on data from the Bielefeld Longitudinal Study on Learning in Inclusive and Exclusive Forms of Special Needs Education (BiLieF) with a total of N = 410 students who participated at three measurement points. Multiple group latent growth curve analyses revealed higher performance in reading and writing for students attending inclusive settings. Achievement gains were observed for all students over time, although inclusively schooled students made more progress in reading performance, while students attending exclusive pullout programs showed greater development in writing performance. Only for students in inclusive settings was higher intelligence associated with higher baseline values in reading. Furthermore, girls in the inclusive setting were found to have higher baseline values in reading and writing performance and a greater development in writing performance.
Zitierstile
Harvard-Zitierstil: Stranghoener, D., Hollmann, J., Otterpohl, N., Wild, E., Luetje-Klose, B. and Schwinger, M. (2017) Inclusion vs. Exclusion: School Setting and the Development of Reading and Writing Skills in Students with Mild Learning Difficulties, German Journal of Educational Psychology, 31(2), pp. 125-136. https://doi.org/10.1024/1010-0652/a000202
APA-Zitierstil: Stranghoener, D., Hollmann, J., Otterpohl, N., Wild, E., Luetje-Klose, B., & Schwinger, M. (2017). Inclusion vs. Exclusion: School Setting and the Development of Reading and Writing Skills in Students with Mild Learning Difficulties. German Journal of Educational Psychology. 31(2), 125-136. https://doi.org/10.1024/1010-0652/a000202
Schlagwörter
ACHIEVEMENT; DISABILITIES; FIT INDEXES; Inclusion; longitudinal analyses; multiple group latent growth curve analysis; reading and writing skills; SELF-CONCEPT
