Leseverständnis, Familiensprache und Freizeitsprache

Ergebnisse aus der Hannoverschen Grundschulstudie

verfasst von

Joachim Tiedemann, Elfriede Billmann-Mahecha

Abstract

This study aims at eliciting conditions of reading literacy (reading comprehension) in primary school age, based on both individual conditions and academic learning context. In the course of the Hannover primary school study, extensive data were collected: 620 fourth-graders completed various achievement tests and questionnaires. Detailed focused interviews were conducted with the teachers. Data were analysed based on multilevel procedures. The results indicate that children with a migration background display a significantly diminished reading literacy. Beside their family language, the language they speak during leisure time also accounts for the variance of reading literacy, though both variables do not play a role at the aggregated level. The results indicate that the frequency with which the official language is used affects reading literacy.

Organisationseinheit(en)

Institut für Psychologie

Typ

Artikel

Journal

Zeitschrift fur Padagogische Psychologie

Band

21

Seiten

41-49

Anzahl der Seiten

9

ISSN

1010-0652

Publikationsdatum

01.03.2007

Publikationsstatus

Veröffentlicht

Peer-reviewed

Ja

ASJC Scopus Sachgebiete

Pädagogische und Entwicklungspsychologie

Elektronische Version(en)

https://doi.org/10.1024/1010-0652.21.1.41 (Zugang: Unbekannt)