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The Relationsship between Social and Emotional Integration and Reading Ability in Students with and without Special Educational Needs in Inclusive Classes

URN to cite this document:
urn:nbn:de:bvb:355-epub-437330
DOI to cite this document:
10.5283/epub.43733
Schwab, Susanne ; Hessels, M. G. P. ; Gebhardt, Markus ; Krammer, M. ; Gasteiger-Klicpera, B.
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Date of publication of this fulltext: 21 Sep 2020 11:32


Abstract

This longitudinal study focuses on the development of reading abilities and its relationship with social and emotional integration in students with and without special educational needs (SEN). The first measurements (Time 1 [T1]) took place at the end of 5th grade; the second series (Time 2 [T2]) were 1 year later. Participants were 18 students with SEN, 18 students without SEN matched on ...

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