Universität zu Köln

Zhang, Shuai ORCID: 0000-0002-9037-0878, Breuer, Esther Odilia, Grunke, Matthias and Joshi, R. Malatesha (2022). Using Spelling Error Analyses to Examine Individual Differences in German Students From Diverse Linguistic Backgrounds: A Latent Class Approach. J. Learn. Disabil., 55 (2). S. 123 - 138. THOUSAND OAKS: SAGE PUBLICATIONS INC. ISSN 1538-4780

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Abstract

The current study examined German spelling errors among students with German as their first (L1) and those with German as their second language (L2) in Grades 3-4 (elementary school students; n = 127) and Grades 5-7 (secondary school students; n = 379). Five hundred and six students participated in the study. We performed two separate latent class analyses on elementary and secondary school students. Results indicate that elementary school students can be categorized as good (Class 1), consonant error dominant (Class 2), or poor spellers (Class 3). However, secondary students can be categorized as addition and sequence error dominant (Class 1), substitution and omission error dominant (Class 2), or poor spellers (Class 3). The three-step multinomial logistic regression analyses suggested that decoding was associated with the highest chances of being poor spellers in both elementary and secondary schools. Speaking German as L1 or L2 was a significant predictor of heterogeneities in secondary but not elementary school students. Polish L1 secondary students had the highest possibility of being poor spellers. The results suggest heterogeneities of student profiles. In addition, special attention should be given to secondary school students with the Polish L1 background in their spelling struggles associated with German orthography.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Zhang, Shuai UNSPECIFIED orcid.org/0000-0002-9037-0878 UNSPECIFIED Breuer, Esther Odilia UNSPECIFIED UNSPECIFIED UNSPECIFIED Grunke, Matthias UNSPECIFIED UNSPECIFIED UNSPECIFIED Joshi, R. Malatesha UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-584974
DOI:	10.1177/00222194211059820
Journal or Publication Title:	J. Learn. Disabil.
Volume:	55
Number:	2
Page Range:	S. 123 - 138
Date:	2022
Publisher:	SAGE PUBLICATIONS INC
Place of Publication:	THOUSAND OAKS
ISSN:	1538-4780
Language:	English
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language ORTHOGRAPHY; DYSLEXIA; CONSISTENCY; PHONOLOGY; CHILDREN Multiple languages Education, Special; Rehabilitation Multiple languages
URI:	http://kups.ub.uni-koeln.de/id/eprint/58497