Abstract
Reading research shows that phonological decoding skills and intelligence work mostly independent from each other. However, there is a variety of results on the relationship between reading skills and IQ measures. Studies in this field mainly focus on students with reading disabilities (RD) or students with intellectual disabilities (ID) and less on pupils with Special Educational Needs in Learning (SEN-L). We performed a secondary data analysis to evaluate differences in reading skills and fluid intelligence between students with (N = 144) and without (N = 157) SEN-L and the relationship between SEN-L, reading skills, and fluid intelligence. Participants completed a standardized screening of reading skills (SLS 2-9) and a German culture fair intelligence test (CFT 20-R). Students with SEN-L had lower scores in both tests. Correlations between both scores were smaller within the two groups than in the total sample. Implications of the findings are discussed.
Highlights
Special Educational Needs in Learning (SEN-L) are the most prevalent type of SEN in Germany: Regularly, about 2.45% of all students are officially diagnosed as having SEN-L in the academic year 2017/18 (Kultusministerkonferenz, 2019b,c)
Participants Students from 24 classes out of 12 different schools with 4 different organizational forms [9 special needs schools for students with SEN-L; 2 inclusive schools; and one Realschule] in the State of Rhineland-Palatinate participated in the initial study
Within the total sample, reading skills, and fluid intelligence were strongly positively correlated with r(301) = 0.51, p < 0.001
Summary
Special Educational Needs in Learning (SEN-L) are the most prevalent type of SEN in Germany: Regularly, about 2.45% of all students are officially diagnosed as having SEN-L in the academic year 2017/18 (Kultusministerkonferenz, 2019b,c). Most of the federal states in Germany define SEN-L according to the guidelines provided by the conference of the state ministers for education (Kultusministerkonferenz, 2019a).. Most of the federal states in Germany define SEN-L according to the guidelines provided by the conference of the state ministers for education (Kultusministerkonferenz, 2019a).1 These guidelines suggest that SEN-L can be diagnosed if a student fails to achieve the minimal standards of the regular curriculum for a longer period despite adequate individual support provided by the regular education system More detailed information on the system of special needs education in Germany can be found in Kocaj et al (2018) and Sansour and Bernhard (2018)
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