Session Information
09 SES 11 A, Structure and Determinants of Multiple Competencies of Grade 4 Learners: Findings from PIRLS/TIMSS 2011 combined – PART 3
Symposium
Contribution
While it is generally agreed that learning problems are serious obstacles for success in school and later for chances on the labor market, there is no common agreement concerning the number of pupils with learning problems, due to divergent definitions such as learning difficulties (low achievement of children of all intelligence grades), specific learning disabilities (low achievement of children with at least average intelligence) and learning impairment/disorder (clinical diagnosis classified in ICD-10). Although numerous studies have identified children with problems in reading or mathematics, no data from representative samples are available on the relationship between reading problems and learning problems in mathematics and science. The PIRLS- and TIMSS-data offer possibilities of using different definitions of learning difficulties, disabilities and disorders in the three subject domains reading, mathematics and science and to explore the relationship between learning problems in these three domains. This paper will present these results and also report data on the relationship of learning difficulties with relevant variables (sex, social class, family support) as well as with motivational factors (learning attitudes and self-concepts). In addition the role of intelligence as a covariate will be analyzed.
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