Susanne Schwab | University of Graz (original) (raw)

Papers by Susanne Schwab

Research paper thumbnail of Evaluation of a short version of the Illinois Loneliness and Social Satisfaction Scale in a sample of students with and without special educational needs - an empirical study with primary and secondary students in Austria

British Journal of Special Education, 2015

Research paper thumbnail of Achievement Goals in Students With Learning Disabilities, Emotional or Behavioral Disorders, and Low IQ Without Special Educational Needs

Journal of Cognitive Education and Psychology, 2014

ABSTRACT This study focuses on the goal orientations of students with and without special educati... more ABSTRACT This study focuses on the goal orientations of students with and without special educational needs (SEN). The sample (mean age 13 years, 10 months) was composed of 37 students with low IQ, but without SEN; 37 students who were diagnosed as having learning disability (LD); and 37 students having emotional or behavioral disorders (ED). The groups were matched by IQ and gender. The results showed that students without SEN scored significantly higher in mastery goal orientation, significantly lower in performance-avoidance orientation, and had a lower work-avoidance orientation than students with LD or ED. Students with ED showed a significantly lower performance-approach orientation than students without SEN and students with LD. Results from correlational and regression analyses showed that SEN is always an explaining variable for goal orientation and that group differences cannot be explained by IQ, gender, actual achievement, self-estimation of achievement, and school anxiety.

Research paper thumbnail of Predicting a high rate of self-assessed and parent-assessed peer problems-Is it typical for students with disabilities?

Research in developmental disabilities, Jan 18, 2015

Peer problems are common in children with special educational needs (SEN), but the reasons are po... more Peer problems are common in children with special educational needs (SEN), but the reasons are poorly understood. This study aims to identify risk factors of peer problems (e.g., SEN, school setting, pro-social behaviour) for their occurrence. A subsample of 3900 children from the National Educational Panel Study in Germany was analysed. Children and parents answered the items of the Strengths and Difficulties Questionnaire (SDQ) subscales 'peer problems' and 'pro-social behaviour'. Students with SEN (attending special schools or inclusive classes) were more likely to score within the abnormal range of the SDQ subscale peer problems than students without SEN. The results further show a low level of parent-child agreement on the subscale 'peer problems'. Logistic regression analyses showed that having SEN is always an explaining variable for 'peer problems' and that group differences cannot be fully explained by gender, school setting or 'pro-socia...

Research paper thumbnail of Leseunterricht in der Grundschule – Wer profitiert wirklich vom LARS- Leseförderprogramm?

Heilpadagogische Forschung, 2014

Zusammenfassung: Die Interventionsstudie Improving language and reading skills in children with G... more Zusammenfassung: Die Interventionsstudie Improving language and reading skills in children with German as a first or second language (LARS) hat das Ziel, ein neu entwickeltes Unterrichtsprogramm hinsichtlich seiner Effekte auf die Lesefähigkeiten sowie die sprachlichen Fähigkeiten von Kindern mit Deutsch als Erst-und Zweitsprache zu prüfen. Im Rahmen des vorliegenden Beitrags wurde eine differenzierte Sprach-und Leseförderung im Unterricht der zweiten Klasse im Prä-Posttest-Design mit Kontrollgruppe evaluiert. Dazu wurden 105 Kinder der zweiten Schulstufe im Längsschnitt über ein Schuljahr untersucht, 55 Kinder wurden mit dem Unterrichtsprogramm gefördert, 50 Kinder bildeten eine Vergleichsgruppe. Insgesamt wurden die Kinder 27 Unterrichtsstunden mit Lesetexten und dazugehörigen Aufgaben unterrichtet, die an die Fähigkeiten der Kinder (drei Schwierigkeitsstufen) angepasst waren. Die Ergebnisse zeigen, dass die Lernzuwächse im Hinblick auf die Leseflüssigkeit und das Leseverständnis in den Interventionsklassen signifikant höher ausfielen als in den Vergleichsklassen. Jedoch zeigten sich bezüglich der sprachlichen Fähigkeiten keine positiven Effekte des Interventionsprogramms.

Research paper thumbnail of Suggestions for Vocabulary Focused Reading Lessons for Mainstream Classrooms Addressing Both L1 and L2 Learners

Early Childhood Education Journal, 2016

Research paper thumbnail of Improving Reading in Children With German as a First or Second Language

International Journal of Early Years Education, May 29, 2014

ABSTRACT The study Improving Language And Reading Skills (LARS) in children with German as a firs... more ABSTRACT The study Improving Language And Reading Skills (LARS) in children with German as a first or second language evaluates a newly developed differentiating programme for reading in terms of its effects on the reading and language ability of second graders with German as a first or second language. The participant group consisted of 105 children. Fifty-five children belonged to the group that received the programme (LARS-group) and 50 children received traditional instruction (TI-group). The reading, spelling and language ability of each participating child were assessed before and after the programme period. The children of the LARS-group were supported over three months in terms of reading texts and completing the corresponding tasks. The texts and the tasks were adapted to the students' ability levels (three different ability levels: above average, average and below average level in reading). The results indicate that the learning outcomes for children in the LARS-classes were significantly higher for reading fluency and comprehension, but no effect was observed for language and spelling. The results suggest that the LARS programme was equally effective for children with German as a first or second language.

Research paper thumbnail of Effects of a Whole-Class Reading Program Designed for Different Reading Levels and the Learning Needs of L1 and L2 Children

Reading & Writing Quarterly, 2015

Research paper thumbnail of Is the self-concept of students with and without learning disabilities in secondary education related to their mathematics performance and metacognitive behaviors during task resolution? Vortrag an der LDW in Southampton

Research paper thumbnail of Einstellungen von LehrerInnen zur schulischen Integration von Kindern mit einem sonderpädagogischen Förderbedarf in Österreich

Empirische Sonderpadagogik, 2011

Research paper thumbnail of Einleitung zum Themenschwerpunkt "Einstellungen zum inklusiven Unterricht

Zeitschrift Fur Bildungsforschung, 2014

Research paper thumbnail of Metacognition, math performance and the self-concept of secondary school students with and without special education needs. Vortrag auf der IACEP in Budapest

Research paper thumbnail of Resilienz, Ressourcenorientierung und Inklusion

Research paper thumbnail of Linking Self-Rated Social Inclusion to Social Behaviour. An empirical study of students with and without special education needs in secondary schools

Http Dx Doi Org 10 1080 08856257 2014 933550, Jun 1, 2014

Successful inclusive education creates a learning environment that supports not only the cognitiv... more Successful inclusive education creates a learning environment that supports not only the cognitive abilities of all children but also their social and emotional development. The present study focuses on the development of social participation of students with and without special education needs (SEN). A longitudinal study with two measurement times was conducted. The first measurement (T1) took place at the end of fifth grade, the second (T2) one year later. The sample consisted of 35 SEN students and108 non-SEN students from mainstream classes in Graz, Austria. For assessing the self-perception of social inclusion, items from the 'dimensions of integration' questionnaire (FDI 4-6) were used. Social participation does not seem to be a very stable phenomenon; its retest reliability was only .47 for SEN students and .54 for non-SEN students. Results indicate that children with SEN experienced less social participation than children without SEN at T1 and T2. To identify the predictors for social participation, a multiple regression analysis was conducted. Next to social participation at T1, indirect aggressive behaviour (self-assessed) also appears to predict social participation at T2.

Research paper thumbnail of Achievement and integration of students with special needs (SEN) in the 5th grade

Клучни зборови: посебни потреби, училиштен успех, интеграција.

Research paper thumbnail of Facing the challenges of inclusion - A Survey of social integration and social behavior of students with and without SEN in an integrative school system

Research paper thumbnail of Does Inclusive Education Change Teachers’ Educational Goals? A Comparative Analysis of Two Cross-sectional Surveys in Austria

Journal of Studies in Education, 2015

Research paper thumbnail of Assessing Special Educational Needs in Austria: Description of Labeling Practices and Their Evolution From 1996 to 2013

Journal of Cognitive Education and Psychology, 2015

Research paper thumbnail of The Relationship Between Social and Emotional Integration and Reading Ability in Students With and Without Special Educational Needs in Inclusive Classes

Journal of Cognitive Education and Psychology, 2015

ABSTRACT This longitudinal study focuses on the development of reading abilities and its relation... more 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 intelligence with the SEN group, and 18 students without SEN with average IQs, all from integration classes in regular secondary education in Austria. The students with SEN consistently showed the lowest reading abilities in reading fluency of words and nonwords, sentence comprehension, and text comprehension, followed by the low-IQ students. The average-IQ students always showed the highest reading abilities. Students with SEN reported being less socially integrated than low-IQ students without SEN. Average- IQ students show the highest social integration. However, students with SEN showed a similar level of emotional integration as their peers. Regression analyses showed, as expected, that T1 measures of reading fluency of words and nonwords as well as sentence comprehension and text comprehension all predicted T2 measures of these variables. Intelligence was an additional predictor for word reading fluency in the average-IQ group only. Social and emotional integration appeared to be additional predictors for text comprehension at T2 for students with SEN but not for the other groups. The results of this study suggest that students will learn better when they feel socially and emotionally integrated.

Research paper thumbnail of Achievement Goals, School Achievement, Self-Estimations of School Achievement, and Calibration in Students With and Without Special Education Needs in Inclusive Education

Scandinavian Journal of Educational Research, 2014

Research paper thumbnail of European Research in Inclusive Education

Journal of Cognitive Education and Psychology, 2015

Research paper thumbnail of Evaluation of a short version of the Illinois Loneliness and Social Satisfaction Scale in a sample of students with and without special educational needs - an empirical study with primary and secondary students in Austria

British Journal of Special Education, 2015

Research paper thumbnail of Achievement Goals in Students With Learning Disabilities, Emotional or Behavioral Disorders, and Low IQ Without Special Educational Needs

Journal of Cognitive Education and Psychology, 2014

ABSTRACT This study focuses on the goal orientations of students with and without special educati... more ABSTRACT This study focuses on the goal orientations of students with and without special educational needs (SEN). The sample (mean age 13 years, 10 months) was composed of 37 students with low IQ, but without SEN; 37 students who were diagnosed as having learning disability (LD); and 37 students having emotional or behavioral disorders (ED). The groups were matched by IQ and gender. The results showed that students without SEN scored significantly higher in mastery goal orientation, significantly lower in performance-avoidance orientation, and had a lower work-avoidance orientation than students with LD or ED. Students with ED showed a significantly lower performance-approach orientation than students without SEN and students with LD. Results from correlational and regression analyses showed that SEN is always an explaining variable for goal orientation and that group differences cannot be explained by IQ, gender, actual achievement, self-estimation of achievement, and school anxiety.

Research paper thumbnail of Predicting a high rate of self-assessed and parent-assessed peer problems-Is it typical for students with disabilities?

Research in developmental disabilities, Jan 18, 2015

Peer problems are common in children with special educational needs (SEN), but the reasons are po... more Peer problems are common in children with special educational needs (SEN), but the reasons are poorly understood. This study aims to identify risk factors of peer problems (e.g., SEN, school setting, pro-social behaviour) for their occurrence. A subsample of 3900 children from the National Educational Panel Study in Germany was analysed. Children and parents answered the items of the Strengths and Difficulties Questionnaire (SDQ) subscales 'peer problems' and 'pro-social behaviour'. Students with SEN (attending special schools or inclusive classes) were more likely to score within the abnormal range of the SDQ subscale peer problems than students without SEN. The results further show a low level of parent-child agreement on the subscale 'peer problems'. Logistic regression analyses showed that having SEN is always an explaining variable for 'peer problems' and that group differences cannot be fully explained by gender, school setting or 'pro-socia...

Research paper thumbnail of Leseunterricht in der Grundschule – Wer profitiert wirklich vom LARS- Leseförderprogramm?

Heilpadagogische Forschung, 2014

Zusammenfassung: Die Interventionsstudie Improving language and reading skills in children with G... more Zusammenfassung: Die Interventionsstudie Improving language and reading skills in children with German as a first or second language (LARS) hat das Ziel, ein neu entwickeltes Unterrichtsprogramm hinsichtlich seiner Effekte auf die Lesefähigkeiten sowie die sprachlichen Fähigkeiten von Kindern mit Deutsch als Erst-und Zweitsprache zu prüfen. Im Rahmen des vorliegenden Beitrags wurde eine differenzierte Sprach-und Leseförderung im Unterricht der zweiten Klasse im Prä-Posttest-Design mit Kontrollgruppe evaluiert. Dazu wurden 105 Kinder der zweiten Schulstufe im Längsschnitt über ein Schuljahr untersucht, 55 Kinder wurden mit dem Unterrichtsprogramm gefördert, 50 Kinder bildeten eine Vergleichsgruppe. Insgesamt wurden die Kinder 27 Unterrichtsstunden mit Lesetexten und dazugehörigen Aufgaben unterrichtet, die an die Fähigkeiten der Kinder (drei Schwierigkeitsstufen) angepasst waren. Die Ergebnisse zeigen, dass die Lernzuwächse im Hinblick auf die Leseflüssigkeit und das Leseverständnis in den Interventionsklassen signifikant höher ausfielen als in den Vergleichsklassen. Jedoch zeigten sich bezüglich der sprachlichen Fähigkeiten keine positiven Effekte des Interventionsprogramms.

Research paper thumbnail of Suggestions for Vocabulary Focused Reading Lessons for Mainstream Classrooms Addressing Both L1 and L2 Learners

Early Childhood Education Journal, 2016

Research paper thumbnail of Improving Reading in Children With German as a First or Second Language

International Journal of Early Years Education, May 29, 2014

ABSTRACT The study Improving Language And Reading Skills (LARS) in children with German as a firs... more ABSTRACT The study Improving Language And Reading Skills (LARS) in children with German as a first or second language evaluates a newly developed differentiating programme for reading in terms of its effects on the reading and language ability of second graders with German as a first or second language. The participant group consisted of 105 children. Fifty-five children belonged to the group that received the programme (LARS-group) and 50 children received traditional instruction (TI-group). The reading, spelling and language ability of each participating child were assessed before and after the programme period. The children of the LARS-group were supported over three months in terms of reading texts and completing the corresponding tasks. The texts and the tasks were adapted to the students' ability levels (three different ability levels: above average, average and below average level in reading). The results indicate that the learning outcomes for children in the LARS-classes were significantly higher for reading fluency and comprehension, but no effect was observed for language and spelling. The results suggest that the LARS programme was equally effective for children with German as a first or second language.

Research paper thumbnail of Effects of a Whole-Class Reading Program Designed for Different Reading Levels and the Learning Needs of L1 and L2 Children

Reading & Writing Quarterly, 2015

Research paper thumbnail of Is the self-concept of students with and without learning disabilities in secondary education related to their mathematics performance and metacognitive behaviors during task resolution? Vortrag an der LDW in Southampton

Research paper thumbnail of Einstellungen von LehrerInnen zur schulischen Integration von Kindern mit einem sonderpädagogischen Förderbedarf in Österreich

Empirische Sonderpadagogik, 2011

Research paper thumbnail of Einleitung zum Themenschwerpunkt "Einstellungen zum inklusiven Unterricht

Zeitschrift Fur Bildungsforschung, 2014

Research paper thumbnail of Metacognition, math performance and the self-concept of secondary school students with and without special education needs. Vortrag auf der IACEP in Budapest

Research paper thumbnail of Resilienz, Ressourcenorientierung und Inklusion

Research paper thumbnail of Linking Self-Rated Social Inclusion to Social Behaviour. An empirical study of students with and without special education needs in secondary schools

Http Dx Doi Org 10 1080 08856257 2014 933550, Jun 1, 2014

Successful inclusive education creates a learning environment that supports not only the cognitiv... more Successful inclusive education creates a learning environment that supports not only the cognitive abilities of all children but also their social and emotional development. The present study focuses on the development of social participation of students with and without special education needs (SEN). A longitudinal study with two measurement times was conducted. The first measurement (T1) took place at the end of fifth grade, the second (T2) one year later. The sample consisted of 35 SEN students and108 non-SEN students from mainstream classes in Graz, Austria. For assessing the self-perception of social inclusion, items from the 'dimensions of integration' questionnaire (FDI 4-6) were used. Social participation does not seem to be a very stable phenomenon; its retest reliability was only .47 for SEN students and .54 for non-SEN students. Results indicate that children with SEN experienced less social participation than children without SEN at T1 and T2. To identify the predictors for social participation, a multiple regression analysis was conducted. Next to social participation at T1, indirect aggressive behaviour (self-assessed) also appears to predict social participation at T2.

Research paper thumbnail of Achievement and integration of students with special needs (SEN) in the 5th grade

Клучни зборови: посебни потреби, училиштен успех, интеграција.

Research paper thumbnail of Facing the challenges of inclusion - A Survey of social integration and social behavior of students with and without SEN in an integrative school system

Research paper thumbnail of Does Inclusive Education Change Teachers’ Educational Goals? A Comparative Analysis of Two Cross-sectional Surveys in Austria

Journal of Studies in Education, 2015

Research paper thumbnail of Assessing Special Educational Needs in Austria: Description of Labeling Practices and Their Evolution From 1996 to 2013

Journal of Cognitive Education and Psychology, 2015

Research paper thumbnail of The Relationship Between Social and Emotional Integration and Reading Ability in Students With and Without Special Educational Needs in Inclusive Classes

Journal of Cognitive Education and Psychology, 2015

ABSTRACT This longitudinal study focuses on the development of reading abilities and its relation... more 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 intelligence with the SEN group, and 18 students without SEN with average IQs, all from integration classes in regular secondary education in Austria. The students with SEN consistently showed the lowest reading abilities in reading fluency of words and nonwords, sentence comprehension, and text comprehension, followed by the low-IQ students. The average-IQ students always showed the highest reading abilities. Students with SEN reported being less socially integrated than low-IQ students without SEN. Average- IQ students show the highest social integration. However, students with SEN showed a similar level of emotional integration as their peers. Regression analyses showed, as expected, that T1 measures of reading fluency of words and nonwords as well as sentence comprehension and text comprehension all predicted T2 measures of these variables. Intelligence was an additional predictor for word reading fluency in the average-IQ group only. Social and emotional integration appeared to be additional predictors for text comprehension at T2 for students with SEN but not for the other groups. The results of this study suggest that students will learn better when they feel socially and emotionally integrated.

Research paper thumbnail of Achievement Goals, School Achievement, Self-Estimations of School Achievement, and Calibration in Students With and Without Special Education Needs in Inclusive Education

Scandinavian Journal of Educational Research, 2014

Research paper thumbnail of European Research in Inclusive Education

Journal of Cognitive Education and Psychology, 2015