% This file was created with Citavi 7.0.6.1

@misc{SchulteKorne.2025,
 author = {Schulte-K{\"o}rne, Gerd and Hasselhorn, Marcus},
 year = {2025},
 title = {{Sondierungsvorhaben zur Diagnostik und F{\"o}rderung bei schulischen Entwicklungsst{\"o}rungen (bzw. Lernst{\"o}rungen) zur Vorbereitung des zweiten Rahmenprogramms Bildungsforschung (FoeDisEs)}},
 address = {Berlin},
 publisher = {{IQB - Institut zur Qualit{\"a}tsentwicklung im Bildungswesen}},
 howpublished = {Datensatz / Data set},
 doi = {\url{10.5159/IQB{\textunderscore }FoeDisEs{\textunderscore }SUF{\textunderscore }Off-site{\textunderscore }v1}}
}


@article{Visser.2022,
 author = {Visser, Linda and R{\"o}schinger, Johanna and Barck, Katja and B{\"u}ttner, Gerhard and Hasselhorn, Marcus},
 year = {2022},
 title = {{Learning Difficulties in Children with Symptoms of DCD And/or ADHD: Analyses from a Categorical and a Continuous Approach}},
 pages = {1505--1521},
 volume = {69},
 number = {5},
 issn = {1034-912X},
 journal = {{International Journal of Disability, Development and Education}},
 doi = {\url{10.1080/1034912X.2020.1786023}}
}


@article{Gorgen.2021,
 author = {G{\"o}rgen, Ruth and de Simone, Elisabetta and Schulte--K{\"o}rne, Gerd and Moll, Kristina},
 year = {2021},
 title = {{Predictors of reading and spelling skills in German: the role of morphological awareness}},
 pages = {210--227},
 volume = {44},
 number = {1},
 issn = {0141-0423},
 journal = {{Journal of Research in Reading}},
 doi = {\url{10.1111/1467-9817.12343}}
}


@article{KernerauchKoerner.2021,
 author = {{Kerner auch Koerner}, Julia and Visser, Linda and Rothe, Josefine and Schulte-K{\"o}rne, Gerd and Hasselhorn, Marcus},
 year = {2021},
 title = {{Gender Differences in the Comorbidity of ADHD Symptoms and Specific Learning Disorders in a Population-Based Sample}},
 pages = {8440},
 volume = {13},
 number = {15},
 journal = {{Sustainability}},
 doi = {\url{10.3390/su13158440}}
}


@article{Arens.2020,
 abstract = {BACKGROUND

Findings on whether immigrant students suffer from higher levels of peer victimization have been inconsistent, perhaps due to a blend of measures for personal and ethnic peer victimization.

OBJECTIVE

In this study, we investigated personal and ethnic peer victimization using latent profile analyses. The profiles were related to various predictor and outcome variables.

PARTICIPANTS AND SETTING

The sample consisted of N = 4367 German elementary school students attending grades 3 and 4.

METHODS

The students responded to eight items addressing personal peer victimization and one item addressing ethnic peer victimization.

RESULTS

The findings indicated a three-profile solution. In Profile 1, students experienced a combination of personal and ethnic peer victimization; Profile 2 contained students without any victimization experiences; in Profile 3, students experienced personal peer victimization only. Relative to native German-speaking students, non-native German-speaking students had a higher chance to be classified in Profile 1 compared to Profiles 2 and 3. Both profiles of peer victimization (i.e., Profiles 1 and 3) were associated with negative outcomes including higher levels of different types of anxiety and depression, and lower levels of self-esteem and peer self-concept.

CONCLUSIONS

Student subgroups of different patterns of peer victimization were found, whereby ethnic peer victimization was blended with personal peer victimization in one subgroup, and personal peer victimization was experienced in a pure form in another subgroup. The two victimization subgroups did not differ with regard to outcomes, but were differentially predicted by students' native language.},
 author = {Arens, A. Katrin and Visser, Linda},
 year = {2020},
 title = {{Personal peer victimization and ethnic peer victimization: Findings on their co-occurrence, predictors, and outcomes from a latent profile analysis}},
 pages = {104250},
 volume = {99},
 journal = {{Child abuse {\&} neglect}},
 doi = {\url{10.1016/j.chiabu.2019.104250}}
}


@article{Visser.2020,
 abstract = {Children with reading and/or spelling disorders have increased rates of behavioral and emotional problems and combinations of these. Some studies also find increased rates of attention-deficit/hyperactivity disorder (ADHD), conduct disorder, anxiety disorder, and depression. However, the comorbidities of, e.g., arithmetic disorders with ADHD, anxiety disorder, and depression have been addressed only rarely. The current study explored the probability of children with specific learning disorders (SLD) in reading, spelling, and/or arithmetic to also have anxiety disorder, depression, ADHD, and/or conduct disorder. The sample consisted of 3,014 German children from grades 3 and 4 (mean age 9;9 years) who completed tests assessing reading, spelling as well as arithmetic achievement and intelligence via a web-based application. Psychopathology was assessed using questionnaires filled in by the parents. In children with a SLD we found high rates of anxiety disorder (21{\%}), depression (28{\%}), ADHD (28{\%}), and conduct disorder (22{\%}). Children with SLD in multiple learning domains had a higher risk for psychopathology and had a broader spectrum of psychopathology than children with an isolated SLD. The results highlight the importance of screening for and diagnosing psychiatric comorbidities in children with SLD.},
 author = {Visser, Linda and Kalmar, Julia and Linkersd{\"o}rfer, Janosch and G{\"o}rgen, Ruth and Rothe, Josefine and Hasselhorn, Marcus and Schulte-K{\"o}rne, Gerd},
 year = {2020},
 title = {{Comorbidities Between Specific Learning Disorders and Psychopathology in Elementary School Children in Germany}},
 pages = {292},
 volume = {11},
 issn = {1664-0640},
 journal = {{Frontiers in psychiatry}},
 doi = {\url{10.3389/fpsyt.2020.00292}}
}


@article{Visser.2020b,
 abstract = {BACKGROUND

Previous research results suggest that ADHD symptoms explain the relationship between specific learning disability and externalising psychopathology and between math disability and anxiety, but not between reading disability and anxiety. For depression, previous results are mixed.

AIMS

The current study aims to clarify this role of ADHD symptoms in the relationship between various areas of academic achievement (reading, writing, and math skills) and psychopathological symptoms (anxiety, depression, and conduct disorder).

METHODS AND PROCEDURES

We used linear regressions based on data from a general population sample (N = 3014) collected using online assessment of 3rd and 4th grade students in Germany, which included measures of academic achievement and parent-reported psychopathological symptoms.

OUTCOMES AND RESULTS

ADHD symptoms completely account for the relationship between reading/writing achievement and anxiety and between writing/math achievement and conduct problems. The negative relationship between academic achievement and depression was strongest for children with average or high ADHD symptom scores.

CONCLUSIONS AND IMPLICATIONS

ADHD symptoms play an important role in explaining the relationship between academic achievement and psychopathological symptoms in elementary school children. The nature and size of this role depend on the exact constructs under study. We discuss implications for the support of children with learning problems, ADHD, and/or psychopathological problems.},
 author = {Visser, Linda and Linkersd{\"o}rfer, Janosch and Rothe, Josefine and G{\"o}rgen, Ruth and Hasselhorn, Marcus and {Gerd Schulte-K{\"o}rne}, Gerd},
 year = {2020},
 title = {{The role of ADHD symptoms in the relationship between academic achievement and psychopathological symptoms}},
 pages = {103552},
 volume = {97},
 journal = {{Research in developmental disabilities}},
 doi = {\url{10.1016/j.ridd.2019.103552}}
}