Entwicklung eines förderorientierten                Schuleingangsscreenings

Zusammenfassung: Hintergrund: Die Bedeutung domänenübergreifender Vorläuferfähigkeiten für den Schulerfolg ist empirisch bereits gut belegt. Insbesondere Aspekte der exekutiven Funktionen wie Arbeitsgedächtnis und Aufmerksamkeit sagen Schulleistungen ähnlich gut vorher wie der Intelligenzquotient. Auch die vorschulischen grafomotorischen Kompetenzen stehen in Zusammenhang mit schulischer Bewährung. Der vorliegende Beitrag geht der Frage nach, ob diese domänenübergreifenden Vorläuferfähigkeiten neben dem Schulerfolg auch das Lern- und Arbeitsverhalten in der Grundschule vorhersagen können. Methode: Zur Schuleinschreibung 2019 wurden die domänenübergreifenden Vorläuferfähigkeiten Arbeitsgedächtnis, Aufmerksamkeit und Grafomotorik von 250 Kindern im letzten Kindergartenjahr erhoben. Längsschnittlich wurden diese Kinder im Hinblick auf ihr schulisches Lern- und Arbeitsverhalten am Beginn und Ende der zweiten Schulstufe untersucht. Ergebnisse: Die domänenübergreifenden Vorläuferfähigkeiten erlauben eine Vorhersage des Lern- und Arbeitsverhaltens, des Arbeitsgedächtnisses und der Verarbeitungsgeschwindigkeit in der zweiten Schulstufe, wobei das Arbeitsgedächtnis der beste Prädiktor ist. Diskussion: Die Ergebnisse legen nahe, domänenübergreifende Fähigkeiten in der Früherkennung von Lernschwierigkeiten zu berücksichtigen.

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Zur Vorhersage des schulischen Lern- und Arbeitsverhaltens durch domänenübergreifende Vorläuferfähigkeiten

Kastner-Koller

Kaltenberger

Jöbstl

et al. 2023

Lernen und Lernstörungen

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Longitudinal predictors of reading and arithmetic at different attainment levels

Banfi,

Jöbstl,

Göbel

et al. 2024

Front. Educ.

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Reading and arithmetic are distinct academic skills that share similarities in skill acquisition and use. Previous research investigated the cognitive basis of associations and dissociations between reading and arithmetic by using either subtyping or dimensional approaches. In the current study, we aim to bridge the gap between these two approaches by investigating common and distinct predictors of reading and arithmetic at different performance levels with quantile regression models. This allowed us to look more closely at the lower tail of the ability distributions, and to test whether predictions for children with low reading and arithmetic fluency differed from the typical performance range. We analyzed longitudinal data of 357 children speaking English or German. Outcome variables were reading and arithmetic fluency assessed at the end of Grade 1, 2, and 3. Predictors were assessed in Grade 1. Results confirmed nonverbal IQ and working memory as domain-general predictors of reading and arithmetic. The association of reading and arithmetic was mainly explained by nonverbal IQ, phonological awareness, RAN and multi-digit transcoding. Across grades and performance levels, phonological awareness and RAN made a specific contribution to reading. Magnitude processing and multi-digit transcoding were specific predictors of arithmetic. Counting also made a specific prediction to arithmetic in Grade 3, but only in the low performance range. Our findings indicate partly distinct underlying cognitive mechanisms for reading and arithmetic. Shared predictors are involved in retrieval efficiency, language processing and cross-format integration. These results have important implications, as they suggest that most predictors are equally relevant for children with low, typical or even excellent reading and arithmetic fluency.

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Using an app-based screening tool to predict deficits in written word spelling at school entry

Schöfl,

Steinmair,

Zepnik

et al. 2024

Front. Educ.

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IntroductionThe first year of schooling is crucial for the further development of spelling abilities in children, which makes early assessment and intervention essential. The aim of this study was to develop and validate an efficient and cost-free screening tool for identifying spelling problems in community school settings around the time of school entry.MethodsA broad range of precursors of spelling (vocabulary, grammar, letter knowledge, phonological awareness, phonological working memory, rapid automatized naming) were assessed in 522 Austrian first graders (6–7 years of age) in the first weeks of schooling. At the end of first grade, spelling abilities were assessed by newly developed spelling tasks based on the trochaic foot. By applying logistic regression with the least absolute shrinkage and selection operator (LASSO), we aimed to select a set of important predictors of spelling problems at the end of grade 1 (i.e., scoring below the 16th percentile in the spelling test).ResultsOur analysis identified letter knowledge (i.e., an aspect of phonological information processing) and sentence repetition (i.e., a measure of grammatical knowledge) as important predictors of spelling problems. The screening tool has acceptable diagnostic accuracy [area under the curve (AUC) = 0.0.725 and DeLong 95% CI (0.666, 0.784)]. Further analyses indicated that the AUC differs neither between boys and girls nor between children with and without German as their first language.DiscussionThese results suggest that administering the screening tool during the first weeks of schooling is a valid approach to identifying spelling deficits, which in turn enables early targeted pedagogical interventions. Practical implications for spelling instructions are discussed.

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Entwicklung eines förderorientierten Schuleingangsscreenings

Cited by 3 publications

References 9 publications

Zur Vorhersage des schulischen Lern- und Arbeitsverhaltens durch domänenübergreifende Vorläuferfähigkeiten

Zur Vorhersage des schulischen Lern- und Arbeitsverhaltens durch domänenübergreifende Vorläuferfähigkeiten

Longitudinal predictors of reading and arithmetic at different attainment levels

Using an app-based screening tool to predict deficits in written word spelling at school entry

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