Reading literacy development in secondary school and the effect of differential institutional learning environments.

Autor/inn/en	Pfost, Maximilian; Artelt, Cordula
Titel	Reading literacy development in secondary school and the effect of differential institutional learning environments.
Quelle	Aus: Pfost, Maximilian (Hrsg.); Artelt, Cordula (Hrsg.); Weinert, Sabine (Hrsg.): The development of reading literacy from early childhood to adolescence. Empirical findings from the Bamberg BiKS longitudinal studies. Bamberg: Univ. of Bamberg Press (2013) S. 229-277Verfügbarkeit
Reihe	Schriften der Fakultät Humanwissenschaften der Otto-Friedrich-Universität Bamberg. 14
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISSN	1866-8674
ISBN	3-86309-164-7; 978-3-86309-164-4
Schlagwörter	Empirische Untersuchung; Längsschnittuntersuchung; Kompetenzerwerb; Schulwahl; Schuljahr 05; Schuljahr 06; Schuljahr 07; Schulform; Übergang; Sekundarbereich; Lernumgebung; Wortschatz; Lesefertigkeit; Lesekompetenz; Deutschland
Abstract	The German secondary school system is characterized by a relatively early separation of students into different types of schools or school tracks that provide different types of curricula in accordance with the prerequisites of the learners. The stratification of the students into the different school tracks is based mainly on student achievement in elementary school, but is also influenced by other factors such as the socioeconomic status or immigration background of the family. As upper academic track schools should provide more favorable developmental conditions with regard to the students' cognitive competencies due to institutional characteristics and school composition effects, pre-existing differences in reading comprehension and vocabulary between the students in the different school tracks should further increase over the course of secondary school. In tracing the development of reading comprehension and vocabulary between Grade 5 and Grade 7 in the current study, results indicated a widening gap between upper, middle, and lower academic track school students' reading comprehension, whereas stable achievement differences in vocabulary were found. A second analysis investigated the effect of attending the different school tracks while controlling for selectivity into the different secondary schools. Results indicated substantial positive effects of attending an upper academic track school in comparison to the lower and middle academic track schools in terms of effect sizes for reading comprehension and vocabulary, though not all results reached statistical significance. Taken together, favorable learning environments seem to support reading literacy development, but the reported findings should be generalized cautiously. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/2