TY - THES A1 - Balt, Miriam T1 - Assessment of early numeracy development BT - contributions to designing a progression-based instrument to monitor learning N2 - Early numeracy is one of the strongest predictors for later success in school mathematics (e.g., Duncan et al., 2007). The main goal of first grade mathematics teachers should therefore be to provide learning opportunities that enable all students to develop sound early numeracy skills. Developmental models, or learning progressions, can describe how early numerical understanding typically develops. Assessments that are aligned to empirically validated learning progressions can support teachers to understand their students learning better and target instruction accordingly. To date, there have been no progression-based instruments made available for German teachers to monitor their students’ progress in the domain of early numeracy. This dissertation contributes to the design of such an instrument. The first study analysed the suitability of early numeracy assessments currently used in German primary schools at school entry to identify students’ individual starting points for subsequent progress monitoring. The second study described the development of progression-based items and investigated the items in regards to main test quality criteria, such as reliability, validity, and test fairness, to find a suitable item pool to build targeted tests. The third study described the construction of the progress monitoring measure, referred to as the learning progress assessment (LPA). The study investigated the extent to which the LPA was able to monitor students’ individual learning progress in early numeracy over time. The results of the first study indicated that current school entry assessments were not able to provide meaningful information about the students’ initial learning status. Thus, the MARKO-D test (Ricken, Fritz, & Balzer, 2013) was used to determine the students’ initial numerical understanding in the other two studies, because it has been shown to be an effective measure of conceptual numerical understanding (Fritz, Ehlert, & Leutner, 2018). Both studies provided promising evidence for the quality of the LPA and its ability to detect changes in numerical understanding over the course of first grade. The studies of this dissertation can be considered an important step in the process of designing an empirically validated instrument that supports teachers to monitor their students’ early numeracy development and to adjust their teaching accordingly to enhance school achievement. N2 - Frühes mengen- und zahlenbezogenes Wissen (early numeracy) ist einer der stärksten Prädiktoren für spätere Lernerfolge in der Schulmathematik. Hauptziel der Mathematiklehrkräfte der ersten Klassen sollte es daher sein, Lernmöglichkeiten anzubieten, die es allen Schüler*innen erlauben, fundierte mengen- und zahlenbezogene Fähigkeiten zu erwerben. Entwicklungsmodelle (learning progressions) beschreiben, wie sich frühes mengen- und zahlenbezogenes Verständnis typischerweise entwickelt. Diagnostische Tests (assessments), die sich an empirisch validierten Entwicklungsmodellen orientieren, können Lehrkräfte dabei unterstützen, die Leistungen ihrer Schüler*innen besser einzuschätzen und den Unterricht entsprechend darauf anzupassen. Bislang gibt es keine entwicklungsbasierten Instrumente, mit denen deutsche Lehrkräfte die Lernfortschritte ihrer Schüler*innen im Bereich des frühen mengen- und zahlenbezogenen Wissens erfassen können. Diese Dissertation trägt zur Gestaltung eines solchen Instruments bei. Die erste Studie untersucht, inwiefern sich derzeit an deutschen Grundschulen eingesetzte Instrumente zur mathematischen Schuleingangs-diagnostik dafür eignen, das individuelle Ausgangsniveau der Schüler*innen für eine anschließende Lernverlaufsdiagnostik zu bestimmen. In der zweiten Studie wird die Konstruktion von entwicklungsorientierten Items beschrieben. Es wurde untersucht, inwiefern die Items die Testgütekriterien Reliabilität, Validität und Testfairness erfüllen, um einen Item-Pool aufzubauen, der für adaptives Testen eingesetzt werden kann. Die dritte Studie beschreibt die Konstruktion einer Lernverlaufsdiagnostik, learning progress assessment genannt (LPA) und untersucht, inwieweit das LPA die individuellen Lernfortschritte der Schüler*innen hinsichtlich früher arithmetischer Konzepte im Verlauf der ersten Klasse erfassen kann. Die Ergebnisse der ersten Studie zeigten, dass die derzeit an den Grundschulen eingesetzten Verfahren zur Schuleingangsdiagnostik keine aussagekräftigen Informationen über die Erfassung von Lernausgangslagen zulassen. Daher wurde in den beiden anderen Studien der MARKO-D verwendet, um das arithmetische Wissen der Schüler*innen zum Schulanfang zu erfassen. Beide Studien liefern belastbare Evidenz für die Qualität des LPA und dessen Fähigkeit, Veränderung hinsichtlich arithmetischen Wissens im Laufe der ersten Klasse zu messen. Die in dieser Dissertation vorgestellten Studien können als wichtiger Schritt zur Entwicklung eines empirisch validierten Instruments betrachtet werden, das Lehrkräfte dabei unterstützt, die Entwicklung frühen mengen- und zahlenbezogenen Wissens zu erfassen und ihren Unterricht entsprechend anzupassen und damit den Lernerfolg der Schüler*innen zu fördern. KW - assessment KW - learning progression KW - early numeracy KW - primary school KW - mathematics KW - Diagnostik KW - Lernverlauf KW - numerische Basisfähigkeiten KW - Grundschule KW - Mathematik Y1 - 2020 ER - TY - THES A1 - Wagner, Luisa T1 - Diagnosekompetenz (angehender) Lehrkräfte BT - Einflussfaktoren, Auswirkungen, Fördermöglichkeiten N2 - Bereits im vorschulischen Bereich, aber vor allem in der Grundschule entwickeln Kinder wichtige Kompetenzen für spätere Bildungsabschlüsse. Doch die Kompe-tenzunterschiede zwischen den Schüler:innen sind bereits zu Beginn der Grund-schulzeit beträchtlich. Somit kommt den Lehrkräften die überaus wichtige Aufga-be zu allen Kindern den für sie besten Bildungsweg zu ermöglichen. Um dieser Herausforderung zu begegnen, müssen Diagnostik und Förderung im Unterricht Hand in Hand gehen. Deshalb wird die Diagnosekompetenz von Lehrkräften als wichtige Voraussetzung für gelingenden Unterricht angesehen. Diese Dissertation widmet sich nun eben dieser wichtigen Kompetenz. Dabei wird sie als mehrdimen-sionales Konstrukt angesehen, zu dem neben der Beurteilung von fachlichen Kompetenzen auch die Einschätzung des Leistungsstandes und die Schlussfolge-rung hinsichtlich notwendiger Förderung im Unterricht gehören. Anhand dreier Artikel sowie ergänzender theoretischer Betrachtungen wurde die Diagnosekompe-tenz hinsichtlich möglicher Einflussfaktoren, der Bedeutung für den Unterricht sowie für die Lehrer:innenbildung untersucht. N2 - Already in preschool, but especially in elementary school, children develop im-portant competencies for later educational attainment. However, differences in skills between students are already considerable at the beginning of elementary school. Thus, teachers have the important task of helping all children find the best educational path for them. In order to meet this challenge, diagnostics and support in school must go hand in hand. Therefore, diagnostic competence of teachers is considered an important prerequisite for successful teaching. This dissertation is dedicated to this important competence. It is seen as a multi-dimensional con-struct, which includes not only the assessment of subject-specific competencies, but also the evaluation of student’s performance levels and the conclusion regard-ing necessary support in school. By means of three articles as well as supplemen-tary theoretical considerations, the diagnostic competence was examined with re-gard to possible influencing factors, the significance for teaching as well as for teacher education. KW - Diagnosekompetenz KW - Lehrkräftebildung KW - inklusiver Unterricht KW - Grundschule KW - Urteilsakkuratheit KW - diagnostic competence KW - teacher education KW - inclusive education KW - primary school KW - judgment accuracy Y1 - 2023 ER - TY - JOUR A1 - Krull, Johanna A1 - Wilbert, Jürgen A1 - Hennemann, Thomas T1 - Does social exclusion by classmates lead to behaviour problems and learning difficulties or vice versa? BT - a cross-lagged panel analysis JF - European journal of special needs education N2 - Social participation of pupils with special educational needs (SEN) is a central topic in the current inclusion debate. Numerous studies have shown that the risk of social exclusion is considerably higher for children with SEN compared to their peers without SEN, especially for pupils with behaviour problems (BP) or learning difficulties (LD). Since most of these studies are based on cross-sectional designs, there is a lack of knowledge regarding the direction of the effects. This leads to the question to what extent BP and LD have an impact on pupils’ social position in the class and, vice versa, to what extent the social position has an effect on the development of BP and LD. To address these questions, we analysed sociometric data of 1244 primary school children. È A cross-lagged panel analysis was conducted. The results indicate that BP and LD in 1st grade lead to significantly less social acceptance by peers in 2nd grade but do not predict significantly higher social rejection. A directed influence of LD or BP on a higher social rejection cannot be found. Conversely, neither social acceptance nor social rejection at 1st grade has an influence on the development of BP or LD at grade two. KW - Inclusive education KW - social exclusion KW - emotional behaviour disorders KW - learning disabilities KW - cross-lagged panel design KW - primary school Y1 - 2018 U6 - https://doi.org/10.1080/08856257.2018.1424780 SN - 0885-6257 SN - 1469-591X VL - 33 IS - 2 SP - 235 EP - 253 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Kohn, Juliane A1 - Rauscher, Larissa A1 - Kucian, Karin A1 - Käser, Tanja A1 - Wyschkon, Anne A1 - Esser, Günter A1 - von Aster, Michael G. T1 - Efficacy of a Computer-Based Learning Program in Children With Developmental Dyscalculia BT - What Influences Individual Responsiveness? JF - Frontiers in Psychology N2 - This study presents the evaluation of a computer-based learning program for children with developmental dyscalculia and focuses on factors affecting individual responsiveness. The adaptive training program Calcularis 2.0 has been developed according to current neuro-cognitive theory of numerical cognition. It aims to automatize number representations, supports the formation and access to the mental number line and trains arithmetic operations as well as arithmetic fact knowledge in expanding number ranges. Sixty-seven children with developmental dyscalculia from second to fifth grade (mean age 8.96 years) were randomly assigned to one of two groups (Calcularis group, waiting control group). Training duration comprised a minimum of 42 training sessions à 20 min within a maximum period of 13 weeks. Compared to the waiting control group, children of the Calcularis group demonstrated a higher benefit in arithmetic operations and number line estimation. These improvements were shown to be stable after a 3-months post training interval. In addition, this study examines which predictors accounted for training improvements. Results indicate that this self-directed training was especially beneficial for children with low math anxiety scores and without an additional reading and/or spelling disorder. In conclusion, Calcularis 2.0 supports children with developmental dyscalculia to improve their arithmetical abilities and their mental number line representation. However, it is relevant to further adapt the setting to the individual circumstances. KW - developmental dyscalculia KW - mathematics instruction KW - computer-based training KW - intelligent tutoring system (ITS) KW - numerical development KW - evaluative study KW - primary school Y1 - 2019 U6 - https://doi.org/10.3389/fpsyg.2020.01115 SN - 1664-1078 VL - 11 PB - Frontiers Research Foundation CY - Lausanne ER - TY - JOUR A1 - Jaeuthe, Jessica A1 - Lambrecht, Jennifer A1 - Bosse, Stefanie A1 - Bogda, Katja A1 - Spörer, Nadine T1 - Entwicklung der Rechtschreibkompetenz im zweiten und dritten Schuljahr T1 - Development of spelling competence in second and third grade BT - eine latente Transitionsanalyse zur Überprüfung theoretischer Annahmen BT - a latent transition analysis to verify theoretical assumptions JF - Zeitschrift für Erziehungswissenschaft N2 - Im deutschsprachigen Raum existiert eine Vielzahl von Modellen zur Entwicklung der Rechtschreibkompetenz von Grundschulkindern. Es zeigen sich starke Übereinstimmungen in der Vorstellung von aufeinanderfolgenden Kompetenzniveaus, wobei in allen Modellen drei Niveaus auftreten: 1) noch nicht lautgetreue Schreibungen, 2) lautgetreue Schreibungen und 3) orthographisch korrekte Schreibungen. Die Kriterien, auf Basis derer ein Kind dem jeweiligen Niveau zugeordnet wird, bleiben jedoch vage. Ebenso fehlt eine umfassende empirische Überprüfung der Modelle. Die vorliegende Längsschnittstudie untersuchte zu drei Messzeitpunkten (Anfang Klasse 2, Ende Klasse 2, Ende Klasse 3) die Schreibungen von N = 697 Grundschulkinder mit standardisierten Rechtschreibtests. Mittels latenter Transitionsanalyse wurden drei Profile identifiziert: 1) Überwiegend nicht lautgetreu 2) Überwiegend lautgetreu und 3) Überwiegend korrekt. Auch die durchlaufenen Pfade und Übergangswahrscheinlichkeiten stützen die angenommene hierarchische Struktur der Modelle. N2 - Related to the German language, there exists a variety of theoretical models to describe the development of orthographical competence of primary school students. When comparing these models, similarities were identified regarding the concept of consecutive levels of competence. In each of the models three levels were hypothesized: 1) no phonemic spelling yet, 2) phonemic spelling, and 3) orthographically correct spelling. However, the criteria on which basis a child is assigned to a respective level remain vague. Likewise, empirical validation of the models is missing. In the present study, spelling competency of N = 697 primary school students was assessed using standardized spelling tests at three measurement time points (begin of grade 2, end of grade 2, end of grade 3). By applying latent transition analysis, three profiles of development were identified: 1) predominantly no phonemic, 2) predominantly phonemic and 3) predominantly orthographical correct. In accordance to the theoretical assumptions, the traversed paths and probabilities of transitions supported the hierarchical structure of the levels of competence. KW - Rechtschreibkompetenz KW - latente Transitionsanalyse KW - Längsschnittstudie KW - Grundschule KW - latent transition analysis KW - longitudinal study KW - primary school KW - spelling Y1 - 2020 U6 - https://doi.org/10.1007/s11618-020-00959-5 SN - 1434-663X SN - 1862-5215 VL - 23 IS - 4 SP - 823 EP - 846 PB - Springer CY - Wiesbaden ER - TY - JOUR A1 - Rauscher, Larissa A1 - Kohn, Juliane A1 - Käser, Tanja A1 - Mayer, Verena A1 - Kucian, Karin A1 - McCaskey, Ursina A1 - Esser, Günter A1 - von Aster, Michael G. T1 - Evaluation of a Computer-Based Training Program for Enhancing Arithmetic Skills and Spatial Number Representation in Primary School Children JF - Frontiers in psychology N2 - Calcularis is a computer-based training program which focuses on basic numerical skills, spatial representation of numbers and arithmetic operations. The program includes a user model allowing flexible adaptation to the child's individual knowledge and learning profile. The study design to evaluate the training comprises three conditions (Calcularis group, waiting control group, spelling training group). One hundred and thirty-eight children from second to fifth grade participated in the study. Training duration comprised a minimum of 24 training sessions of 20 min within a time period of 6–8 weeks. Compared to the group without training (waiting control group) and the group with an alternative training (spelling training group), the children of the Calcularis group demonstrated a higher benefit in subtraction and number line estimation with medium to large effect sizes. Therefore, Calcularis can be used effectively to support children in arithmetic performance and spatial number representation. KW - numerical development KW - evaluative study KW - primary school KW - computer-based training KW - mathematics instruction Y1 - 2016 U6 - https://doi.org/10.3389/fpsyg.2016.00913 SN - 1664-1078 VL - 7 SP - 14086 EP - 14099 PB - Frontiers Research Foundation CY - Lausanne ER - TY - JOUR A1 - Czapka, Sophia A1 - Klassert, Annegret A1 - Festman, Julia T1 - Executive functions and language BT - their differential influence on mono- vs. multilingual spelling in primary school JF - Frontiers in psychology N2 - We aimed at unveiling the role of executive functions (EFs) and language-related skills in spelling for mono- versus multilingual primary school children. We focused on EF and language-related skills, in particular lexicon size and phonological awareness (PA), because these factors were found to predict spelling in studies predominantly conducted with monolinguals, and because multilingualism can modulate these factors. There is evidence for (a) a bilingual advantage in EF due to constant high cognitive demands through language control, (b) a smaller mental lexicon in German and (c) possibly better PA. Multilinguals in Germany show on average poorer German language proficiency, what can influence performance on language-based tasks negatively. Thus, we included two spelling tasks to tease apart spelling based on lexical knowledge (i.e., word spelling) from spelling based on non-lexical strategies (i.e., non-word spelling). Our sample consisted of heterogeneous third graders from Germany: 69 monolinguals (age: M = 108 months) and 57 multilinguals (age: M = 111 months). On less language-dependent tasks (e.g., non-word spelling, PA, intelligence, short-term memory (STM) and three EF tasks testing switching, inhibition, and working memory) performance of both groups did not differ significantly. However, multilinguals performed significantly more poorly on tasks measuring German lexicon size and word spelling than monolinguals. Regression analyses revealed that for multilinguals, inhibition was related to spelling, whereas switching was the only EF component to influence word spelling in monolinguals and non-word spelling performance in both groups. By adding lexicon size and other language-related factors to the regression models, the influence of switching was reduced to insignificant effects, but inhibition remained significant for multilinguals. Language-related skills best predicted spelling and both language groups shared those variables: PA for word spelling, and STM for non-word spelling. Additionally, multilinguals’ word spelling performance was also predicted by their German lexicon size, and non-word spelling performance by PA. This study offers an in-depth look at spelling acquisition at a certain point of literacy development. Mono- and multilinguals have the predominant factors for spelling in common, but probably due to superior language knowledge, monolinguals were already able to make use of EF during spelling. For multilinguals, German lexicon size was more important for spelling than EF. For multilinguals’ spelling these functions might come into play only at a later stage. KW - bilingualism KW - spelling KW - literacy acquisition KW - executive functions KW - lexicon size KW - primary school Y1 - 2019 U6 - https://doi.org/10.3389/fpsyg.2019.00097 SN - 1664-1078 VL - 10 PB - Frontiers Research Foundation CY - Lausanne ER - TY - JOUR A1 - Czapka, Sophia A1 - Klassert, Annegret A1 - Festman, Julia T1 - Executive Functions and Language BT - Their Differential Influence on Mono- vs. Multilingual Spelling in Primary School JF - Frontiers in Psychology N2 - We aimed at unveiling the role of executive functions (EFs) and language-related skills in spelling for mono- versus multilingual primary school children. We focused on EF and language-related skills, in particular lexicon size and phonological awareness (PA), because these factors were found to predict spelling in studies predominantly conducted with monolinguals, and because multilingualism can modulate these factors. There is evidence for (a) a bilingual advantage in EF due to constant high cognitive demands through language control, (b) a smaller mental lexicon in German and (c) possibly better PA. Multilinguals in Germany show on average poorer German language proficiency, what can influence performance on language-based tasks negatively. Thus, we included two spelling tasks to tease apart spelling based on lexical knowledge (i.e., word spelling) from spelling based on non-lexical strategies (i.e., non-word spelling). Our sample consisted of heterogeneous third graders from Germany: 69 monolinguals (age: M = 108 months) and 57 multilinguals (age: M = 111 months). On less language-dependent tasks (e.g., non-word spelling, PA, intelligence, short-term memory (STM) and three EF tasks testing switching, inhibition, and working memory) performance of both groups did not differ significantly. However, multilinguals performed significantly more poorly on tasks measuring German lexicon size and word spelling than monolinguals. Regression analyses revealed that for multilinguals, inhibition was related to spelling, whereas switching was the only EF component to influence word spelling in monolinguals and non-word spelling performance in both groups. By adding lexicon size and other language-related factors to the regression models, the influence of switching was reduced to insignificant effects, but inhibition remained significant for multilinguals. Language-related skills best predicted spelling and both language groups shared those variables: PA for word spelling, and STM for non-word spelling. Additionally, multilinguals’ word spelling performance was also predicted by their German lexicon size, and non-word spelling performance by PA. This study offers an in-depth look at spelling acquisition at a certain point of literacy development. Mono- and multilinguals have the predominant factors for spelling in common, but probably due to superior language knowledge, monolinguals were already able to make use of EF during spelling. For multilinguals, German lexicon size was more important for spelling than EF. For multilinguals’ spelling these functions might come into play only at a later stage. KW - bilingualism KW - spelling KW - literacy acquisition KW - executive functions KW - lexicon size KW - primary school Y1 - 2019 U6 - https://doi.org/10.3389/fpsyg.2019.00097 SN - 1664-1078 VL - 10 PB - Frontiers Research Foundation CY - Lausanne ER - TY - JOUR A1 - Börnert-Ringleb, Moritz A1 - Wilbert, Jürgen T1 - The Association of Strategy Use and Concrete-Operational Thinking in Primary School JF - Frontiers in Education N2 - Concrete-operational thinking depicts an important aspect of cognitive development. A promising approach in promoting these skills is the instruction of strategies. The construction of such instructional programs requires insights into the mental operations involved in problem-solving. In the present paper, we address the question to which extent variations of the effect of isolated and combined mental operations (strategies) on correct solution of concrete-operational concepts can be observed. Therefore, a cross-sectional design was applied. The use of mental operations was measured by thinking-aloud reports from 80 first- and second-graders (N = 80) while solving tasks depicting concrete-operational thinking. Concrete-operational thinking was assessed using the subscales conservation of numbers, classification and sequences of the TEKO. The verbal reports were transcribed and coded with regard to the mental operations applied per task. Data analyses focused on tasks level, resulting in the analyses of N = 240 tasks per subscale. Differences regarding the contribution of isolated and combined mental operations (strategies) to correct solution were observed. Thereby, the results indicate the necessity of selection and integration of appropriate mental operations as strategies. The results offer insights in involved mental operations while solving concrete-operational tasks and depict a contribution to the construction of instructional programs. KW - strategy use KW - thinking aloud KW - cognitive development KW - process data KW - primary school Y1 - 2018 U6 - https://doi.org/10.3389/feduc.2018.00038 SN - 2504-284X VL - 3 SP - 1 EP - 11 PB - Frontiers Media CY - Lausanne ER - TY - JOUR A1 - Vock, Miriam A1 - Gronostaj, Anna A1 - Kretschmann, Julia A1 - Westphal, Andrea T1 - „Meine Lehrer mögen mich“ – Soziale Integration von Kindern mit sonderpädagogischem Förderbedarf im gemeinsamen Unterricht in der Grundschule T1 - "My Teachers Like Me" - Social Integration of Children with Special Educational Needs in Inclusive Classes BT - Befunde aus dem Pilotprojekt „Inklusive Grundschule“ im Land Brandenburg BT - Findings from the Pilot Project "Inclusive Primary Schools" in the German State of Brandenburg JF - DDS – Die Deutsche Schule N2 - Brandenburg startete im Schuljahr 2012/2013 das Pilotprojekt „Inklusive Grundschule“ (PING). 35 dieser Pilot-Grundschulen wurden wissenschaftlich begleitet (vgl. Spörer, Schründer-Lenzen, Vock & Maaz, 2015). In diesem Beitrag berichten wir Befunde zum sozialen Selbstkonzept, wie die Kinder das Klassenklima erleben und wie sie sich von ihrer Lehrkraft angenommen fühlen. Untersucht wurden 1.435 Kinder in 61 inklusiven Klassen der Jahrgangsstufen 2 und 3. Es finden sich keine durchgängigen Nachteile bei Selbstkonzept und erlebtem Klassenklima für Kinder mit sonderpädagogischem Förderbedarf (SPF), jedoch fühlen sich diese weniger von ihren Lehrkräften angenommen. N2 - Brandenburg started the pilot project "Inclusive Primary Schools" (PING) in the school year 2012/2013. 35 of these pilot primary schools were scientifically supported (cp. Sporer, Schrunder-Lenzen, Vock & Maaz, 2015). In this article we report findings on the social self-concept, how children experience the class climate, and how they feel accepted by their teachers. The study examined 1,435 children in 61 inclusive 2nd and 3rd grade classes. There are no consistent disadvantages regarding self-concept and experienced class climate for children with special educational needs, but they feel less accepted by their teachers. KW - inclusion KW - primary school KW - social integration KW - special educational needs KW - inclusive education KW - Inklusion KW - Grundschule KW - soziale Integration KW - Förderbedarf KW - gemeinsamer Unterricht Y1 - 2018 U6 - https://doi.org/10.31244/dds.2018.02.03 SN - 0012-0731 VL - 110 IS - 2 SP - 124 EP - 137 PB - Waxmann CY - Münster ER -