The development of reading literacy from early childhood to adolescence. Empirical findings from the Bamberg BiKS longitudinal studies.

Sonst. Personen	Pfost, Maximilian (Hrsg.); Artelt, Cordula (Hrsg.); Weinert, Sabine (Hrsg.)
Titel	The development of reading literacy from early childhood to adolescence. Empirical findings from the Bamberg BiKS longitudinal studies.
Quelle	Bamberg: Univ. of Bamberg Press (2013), 313 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Schriften der Fakultät Humanwissenschaften der Otto-Friedrich-Universität Bamberg. 14
Beigaben	Tabellen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISSN	1866-8674
ISBN	3-86309-164-7; 978-3-86309-164-4
URN	urn:nbn:de:bvb:473-opus4-37708
Schlagwörter	Kultur; Beobachtung; Empirische Untersuchung; Längsschnittuntersuchung; Soziale Ungleichheit; Urteil; Lesetest; Frühe Kindheit; Leseverhalten; Familienerziehung; Vorschule; Schuljahr 05; Schuljahr 06; Schuljahr 07; Schuljahr 09; Schulform; Übergang; Grundschule; Sekundarbereich; Lehrer; Schüler; Lernbedingungen; Motivation; Grammatik; Sprachkompetenz; Wortschatz; Leseförderung; Lesekompetenz; Leseverstehen; Migrationshintergrund; Kapital; Einflussfaktor; Leistungsmessung; Qualität; Deutschland
Abstract	The BiKS research group ("Educational processes, competence development, and selection decisions in preschool- and school age") founded in 2005 and financed by the German Research Foundation (DFG), was established by a consortium of researchers combining expertise from the disciplines of psychology, education, and sociology. Two longitudinal studies were being conducted by the BiKS research group and followed until 2012. In the first study, a cohort of preschool children was traced until grade 4 in primary school. The second study comprises a cohort of primary school children who were followed until their 9th grade in secondary school. Besides the multidisciplinary perspective, the studies can be well characterized by their broad use of different methods, such as test data, interviews, questionnaires, and live observations of behaviour as well as a consideration of different agents, i.e. students, parents, and teachers. The book focuses on empirical research findings concerning the development of reading literacy from a longitudinal perspective and the chapters cover findings from both longitudinal studies of the BiKS research group. As authors from different academic disciplines have contributed, this volume covers a range of psychological, educational as well as sociological perspectives on causes and effects of stability and interindividual differences in the development of reading literacy. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2013/4