APS
APS Virtual Poster Showcase · 2020
German Third Graders with Severe Reading Disabilities Differ in Their Use of Reading Strategies from Less Impaired Peers
- Fenke Kachisi
DIPF Leibniz Institute for Research and Information in Education - Fenke Kachisi
Center for Individual Development and Adaptive Education of Children at Risk (IDeA) - Jelena Zaric
Graduate Student - Jelena Zaric
Graduate Student - Marcus Hasselhorn
Professor - Marcus Hasselhorn
Professor - Marcus Hasselhorn
Professor - Telse Nagler
DIPF | Leibniz Institute for Research and Information in Education - Telse Nagler
Post-doc - Telse Nagler
Center for Individual Development and Adaptive Education of Children at Risk (IDeA)
Abstract
This study investigated differences between German 3rd grade children with mild and severe reading difficulties in their reading strategy usage. Results indicate that children with mild impairments use significantly more elaborate strategies (i.e., retrieval) than children with severe impairments, who rely more on backup strategies such as letter-by-letter reading.
Education
