ABSTRACT

Although numerous studies have reported the predictive power of various factors for academic performance in regular students, little is known about the predictive power of students with Special Educational Needs (SEN). In the present study, we investigated the relative importance of thoroughly selected factors like prior performance, intelligence, ability self-concept, domain-specific interest, gender, migration background, and school setting for reading and writing (literacy) performance of students with mild learning difficulties (MLD). Data from a representative German sample of elementary school children with MLD were examined. Our results revealed that prior performance, school setting, intelligence, and ability self-concept were significant predictors for performance in literacy. Relative weights did not differ significantly between different types of schooling. Our findings mostly resemble former research on regular students.

摘要

尽管许多研究报告了各种因素对普通学生学业成绩的预测能力，但对有特殊教育需要 (SEN) 学生的预测能力知之甚少。在本研究中，我们调查了彻底选择的因素，如先前的表现、智力、能力自我概念、特定领域的兴趣、性别、迁移背景和学校环境对轻度学生的阅读和写作（识字）表现的相对重要性。学习困难（MLD）。对来自具有代表性的德国 MLD 小学生样本的数据进行了检查。我们的研究结果表明，先前的表现、学校环境、智力和能力自我概念是读写能力的重要预测因素。不同教育类型之间的相对权重没有显着差异。我们的发现大多类似于以前对普通学生的研究。