Abstract
In a longitudinal study the development of reading and spelling abilities of 458 Viennese school children from the second until the eighth grade was analysed. Although the students’ level of performance displayed a great consistency with poor readers and spellers retaining their weaknesses, groups of students whose performance either improved or deteriorated with time were also identified. Not only cognitive prerequisites, but also the classroom behavior of the students and social factors proved to be significant for the long-term prognosis.
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Klicpera, C., Schabmann, A. Do German-speaking children have a chance to overcome reading and spelling difficulties? A longitudinal survey from the second until the eighth grade. Eur J Psychol Educ 8, 307–323 (1993). https://doi.org/10.1007/BF03174084
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DOI: https://doi.org/10.1007/BF03174084