@article{EhlertPoltzQuandteetal.2022,
  author    = {Ehlert, Antje and Poltz, Nadine and Quandte, Sabine and Kohn-Henkel, Juliane and Kucian, Karin and Aster, Michael von and Esser, G{\"u}nter},
  title     = {Taking a closer look: The relationship between pre-school domain general cognition and school mathematics achievement when controlling for intelligence},
  series = {Journal of Intelligence},
  volume    = {10},
  journal   = {Journal of Intelligence},
  edition   = {3},
  publisher = {MDPI},
  address   = {Basel, Schweiz},
  issn      = {2079-3200},
  doi       = {10.3390/jintelligence10030070},
  pages     = {1 -- 23},
  year      = {2022},
  abstract  = {Intelligence, as well as working memory and attention, affect the acquisition of mathematical competencies. This paper aimed to examine the influence of working memory and attention when taking different mathematical skills into account as a function of children's intellectual ability. Overall, intelligence, working memory, attention and numerical skills were assessed twice in 1868 German pre-school children (t1, t2) and again at 2nd grade (t3). We defined three intellectual ability groups based on the results of intellectual assessment at t1 and t2. Group comparisons revealed significant differences between the three intellectual ability groups. Over time, children with low intellectual ability showed the lowest achievement in domain-general and numerical and mathematical skills compared to children of average intellectual ability. The highest achievement on the aforementioned variables was found for children of high intellectual ability. Additionally, path modelling revealed that, depending on the intellectual ability, different models of varying complexity could be generated. These models differed with regard to the relevance of the predictors (t2) and the future mathematical skills (t3). Causes and conclusions of these findings are discussed.},
  language  = {en}
}
@misc{EhlertPoltzQuandteetal.2022,
  author    = {Ehlert, Antje and Poltz, Nadine and Quandte, Sabine and Kohn-Henkel, Juliane and Kucian, Karin and Aster, Michael von and Esser, G{\"u}nter},
  title     = {Taking a closer look: The relationship between pre-school domain general cognition and school mathematics achievement when controlling for intelligence},
  series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-56233},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-562337},
  pages     = {1 -- 23},
  year      = {2022},
  abstract  = {Intelligence, as well as working memory and attention, affect the acquisition of mathematical competencies. This paper aimed to examine the influence of working memory and attention when taking different mathematical skills into account as a function of children's intellectual ability. Overall, intelligence, working memory, attention and numerical skills were assessed twice in 1868 German pre-school children (t1, t2) and again at 2nd grade (t3). We defined three intellectual ability groups based on the results of intellectual assessment at t1 and t2. Group comparisons revealed significant differences between the three intellectual ability groups. Over time, children with low intellectual ability showed the lowest achievement in domain-general and numerical and mathematical skills compared to children of average intellectual ability. The highest achievement on the aforementioned variables was found for children of high intellectual ability. Additionally, path modelling revealed that, depending on the intellectual ability, different models of varying complexity could be generated. These models differed with regard to the relevance of the predictors (t2) and the future mathematical skills (t3). Causes and conclusions of these findings are discussed.},
  language  = {en}
}
@article{WyschkonSchulzGallitetal.2017,
  author    = {Wyschkon, Anne and Schulz, Franziska and Gallit, Finja Sunnyi and Poltz, Nadine and Kohn-Henkel, Juliane and Moraske, Svenja and Bond{\"u}, Rebecca and von Aster, Michael G. and Esser, G{\"u}nter},
  title     = {5-Jahres-Verlauf der LRS},
  series = {Zeitschrift f{\"u}r Kinder- und Jugendpsychiatrie und Psychotherapie},
  volume    = {46},
  journal   = {Zeitschrift f{\"u}r Kinder- und Jugendpsychiatrie und Psychotherapie},
  number    = {2},
  publisher = {Hogrefe},
  address   = {Bern},
  issn      = {1422-4917},
  doi       = {10.1024/1422-4917/a000535},
  pages     = {107 -- 122},
  year      = {2017},
  abstract  = {Fragestellung: Untersucht wird der Verlauf von Kindern mit Lese-Rechtschreibst{\"o}rungen (LRS) {\"u}ber gut 5 Jahre unter Ber{\"u}cksichtigung des Einflusses des Geschlechts der Betroffenen. Außerdem werden Auswirkungen der LRS auf das sp{\"a}tere Schriftsprachniveau und den Schulerfolg {\"u}berpr{\"u}ft. Methodik: Eingangs wurden 995 Sch{\"u}ler zwischen 6 und 16 Jahren untersucht. Ein Teil dieser Kinder ist nach 43 sowie 63 Monaten nachuntersucht worden. Eine LRS wurde diagnostiziert, wenn f{\"u}r das Lesen bzw. Rechtschreiben das doppelte Diskrepanzkriterium von 1.5 Standardabweichungen zur nonverbalen Intelligenz und dem Mittelwert der Klassenstufe erf{\"u}llt war und gleichzeitig keine Minderbegabung vorlag. Ergebnisse: Die LRS weist {\"u}ber einen Zeitraum von 63 Monaten eine hohe St{\"o}rungspersistenz von knapp 70 \% auf. Der 5-Jahres-Verlauf der mittleren Lese- und Rechtschreibleistungen wurde nicht vom Geschlecht beeinflusst. Trotz durchschnittlicher Intelligenz blieben die LRS-Sch{\"u}ler in der Schriftsprache mindestens eine Standardabweichung hinter durchschnittlich und etwa 0.5 Standardabweichungseinheiten hinter unterdurchschnittlich intelligenten Kindern zur{\"u}ck. Der Schulerfolg der LRS-Sch{\"u}ler glich dem unterdurchschnittlich intelligenter Kinder und fiel deutlich schlechter aus als bei durchschnittlich intelligenten Kontrollkindern. Schlussfolgerungen: Eine LRS stellt ein erhebliches Entwicklungsrisiko dar, was fr{\"u}hzeitige Diagnostik- und Therapiemaßnahmen erfordert. Daf{\"u}r sind reliable und im Hinblick auf die resultierenden Pr{\"a}valenzraten sinnvolle, allgemein anerkannte Diagnosekriterien essenziell.},
  language  = {de}
}