TY - JOUR

T1 - Do children with deficits in basic cognitive functions profit from mixed age primary schools?

AU - Gölitz, Dietmar

AU - Hasselhorn, Marcus

N1 - Document Type: Meeting Abstract

PY - 2008/6/1

Y1 - 2008/6/1

N2 - The study examines if children with deficits in working memory, phonological awareness or counting knowledge profit in academic skills when taught in age mixed schools in grade 1 and 2. Cognitive functions were measured at the beginning of the first grade in age mixed (N= 564) and age homogenous schools (N= 476). Achievement measures were taken during grades 1 to 4. The results indicate interactions between cognitive deficits and mixing: risk children profit from mixed age classes in the language domain, but should be taught in age homogenous classes when having deficits in phonological awareness. Research consequences are discussed.

AB - The study examines if children with deficits in working memory, phonological awareness or counting knowledge profit in academic skills when taught in age mixed schools in grade 1 and 2. Cognitive functions were measured at the beginning of the first grade in age mixed (N= 564) and age homogenous schools (N= 476). Achievement measures were taken during grades 1 to 4. The results indicate interactions between cognitive deficits and mixing: risk children profit from mixed age classes in the language domain, but should be taught in age homogenous classes when having deficits in phonological awareness. Research consequences are discussed.

KW - Psychology

U2 - 10.1080/00207594.2008.10108484

DO - 10.1080/00207594.2008.10108484

M3 - Conference abstract in journal

VL - 43

SP - 272

JO - International Journal of Psychology

JF - International Journal of Psychology

SN - 0020-7594

IS - 3-4

ER -