Interest in language arts and reading competence in secondary school.

Autor/inn/en	Schurtz, Irene M.; Dörfler, Tobias; Pfost, Maximilian; Artelt, Cordula
Titel	Interest in language arts and reading competence in secondary school.
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. 189-228Verfügbarkeit
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; Bildungsinteresse; Leseverhalten; Deutschland; Längsschnittuntersuchung; Lesen; Sprache; Unterrichtsfach; Lernmotivation; Deutsch; Schreiben; Leseverhalten; Bildungsinteresse; Interesse; Lesekompetenz; Schuljahr 05; Schuljahr 06; Schuljahr 07; Sekundarbereich; Interesse; Lernmotivation; Unterrichtsfach; Deutsch; Sprache; Lesekompetenz; Lesen; Schreiben; Deutschland
Abstract	Over the last 30 years, students' interests have increasingly been taken into account to explain individual differences in reading competence. In particular, the impact of students' interest in reading during preschool and primary school has been a topic of research. Fewer studies exist for students in secondary school, and only a limited number of studies have taken into account the development of the interests of secondary school students or have analyzed the impact of object-related individual interests on reading competence. In the present chapter, the authors address the missing link in this area of research by analyzing how students' interest in language arts and students' reading competence are related to each other in the first 2 years of secondary school. The authors found no direct effect of students' interest in language arts on their reading competence, but they did find an indirect influence that was mediated by the amount of time that students spent reading. In-depth analyses comparing the time spent reading across different types of texts show that this indirect influence can be traced back to the amount of time spent reading narrative texts. Moreover, these results do not differ by gender, immigration background, or type of school. Finally, the analyses emphasize that the development of a student's interest in language arts and the student's reading competence are bidirectionally related to each other. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/2