Evaluation des Marburger Rechtschreibtrainings an Zweit- und Drittklässlern mit Rechtschreibproblemen
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Evaluation des Marburger Rechtschreibtrainings an Zweit- und Drittklässlern mit Rechtschreibproblemen. / Barkmann, Claus; Kuhlmann, Ester; Rosenboom, Lea; Wessolowski, Nino; Schulte-Markwort, Michael.
In: Z KINDER JUG-PSYCH, Vol. 40, No. 3, 01.05.2012, p. 171-9.Research output: SCORING: Contribution to journal › SCORING: Journal article › Research › peer-review
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TY - JOUR
T1 - Evaluation des Marburger Rechtschreibtrainings an Zweit- und Drittklässlern mit Rechtschreibproblemen
AU - Barkmann, Claus
AU - Kuhlmann, Ester
AU - Rosenboom, Lea
AU - Wessolowski, Nino
AU - Schulte-Markwort, Michael
PY - 2012/5/1
Y1 - 2012/5/1
N2 - OBJECTIVE: Children with severe dyslexia are substantially impaired because reading and writing are key competencies necessary for a successful academic and occupational career.METHODS: In this evaluation study, a cohort of 2nd- and 3rd-grade students from a variety of Hamburg primary schools was trained with the Marburger Rechtschreibtraining (MRT) by supervised university graduates. The research questions focused on the feasibility of the MRT as a within-school training, the improvement of spelling and reading skills of the participants, subjective assessments of success, as well as potential predictors. Besides established performance tests, we also considered the subjective appraisals of parents, teachers, and coaches.RESULTS: The results demonstrate that standardized spelling training methods like the MRT can be consistently used during morning hours at schools. Within a year of starting MRT exercises, mean effect sizes in writing and reading were observed in performance tests using test norms. However, parent, teacher, and coach reports failed to replicate these improvements. Changes in writing performance were mainly associated with school class level; improvements in reading ability were dependent on initial writing performance.CONCLUSIONS: The results provide starting points for optimizing current training practices in elementary schools and for posing questions regarding the effectiveness of the MRT, as well as for training programs in general.
AB - OBJECTIVE: Children with severe dyslexia are substantially impaired because reading and writing are key competencies necessary for a successful academic and occupational career.METHODS: In this evaluation study, a cohort of 2nd- and 3rd-grade students from a variety of Hamburg primary schools was trained with the Marburger Rechtschreibtraining (MRT) by supervised university graduates. The research questions focused on the feasibility of the MRT as a within-school training, the improvement of spelling and reading skills of the participants, subjective assessments of success, as well as potential predictors. Besides established performance tests, we also considered the subjective appraisals of parents, teachers, and coaches.RESULTS: The results demonstrate that standardized spelling training methods like the MRT can be consistently used during morning hours at schools. Within a year of starting MRT exercises, mean effect sizes in writing and reading were observed in performance tests using test norms. However, parent, teacher, and coach reports failed to replicate these improvements. Changes in writing performance were mainly associated with school class level; improvements in reading ability were dependent on initial writing performance.CONCLUSIONS: The results provide starting points for optimizing current training practices in elementary schools and for posing questions regarding the effectiveness of the MRT, as well as for training programs in general.
KW - Achievement
KW - Child
KW - Cohort Studies
KW - Feasibility Studies
KW - Female
KW - Humans
KW - Learning Disorders
KW - Male
KW - Program Evaluation
KW - Reading
KW - Remedial Teaching
KW - Verbal Learning
KW - Writing
U2 - 10.1024/1422-4917/a000167
DO - 10.1024/1422-4917/a000167
M3 - SCORING: Zeitschriftenaufsatz
C2 - 22532109
VL - 40
SP - 171
EP - 179
JO - Z KINDER JUG-PSYCH
JF - Z KINDER JUG-PSYCH
SN - 1422-4917
IS - 3
ER -