Sabine Weinert

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Assessing competencies of students with special educational needs in learning (SEN-L) poses a challenge for large-scale assessments (LSAs). For students with SEN-L, the available competence tests may fail to yield test scores of high psychometric quality, which are-at the same time-measurement invariant to test scores of general education students. We(More)
Background Early childhood and early child education are an important basis for later development, educational performance, and pathways as well as for lifelong learning and well-being. This important claim has been made repeatedly (Caspi et al. 2003; Noble et al. 2007), and even critical phases of development have been suggested (e.g., Mayberry et al.(More)
The present study addresses three main issues: First, it considers whether the syntax development of dysphasic preschoolers is adequately described as being a purely quantitative retardation or whether there are qualitative differences as well. Second, the suggestion put forward by Grimm (1987) that the syntactic deficits of dysphasic children result from(More)
Establishing local coherence relations is central to text comprehension. Positive-causal coherence relations link a cause and its consequence, whereas negative-causal coherence relations add a contrastive meaning (negation) to the causal link. According to the cumulative cognitive complexity approach, negative-causal coherence relations are cognitively more(More)
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