Social and immigration-specific differences in the development of reading comprehension. A longitudinal analysis of primary school students in Germany.

Autor/inn/en	Schneider, Thorsten; Pfost, Maximilian
Titel	Social and immigration-specific differences in the development of reading comprehension. A longitudinal analysis of primary school students in Germany.
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. 151-187Verfügbarkeit
Reihe	Schriften der Fakultät Humanwissenschaften der Otto-Friedrich-Universität Bamberg. 14
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISSN	1866-8674
ISBN	3-86309-164-7; 978-3-86309-164-4
Schlagwörter	Kultur; Bildungsprozess; Empirische Untersuchung; Längsschnittuntersuchung; Bildungssoziologie; Soziale Ungleichheit; Reproduktion; Soziale Herkunft; Soziale Mobilität; Leseverhalten; Deutschland; Eltern; Familienerziehung; Grundschule; Habitus; Kapital; Längsschnittuntersuchung; Schüler; Soziale Ungleichheit; Soziale Mobilität; Reproduktion; Soziale Herkunft; Kultur; Leseverhalten; Bildungsprozess; Lesekompetenz; Eltern; Familienerziehung; Schuljahr 03; Schuljahr 04; Grundschule; Schüler; Lernbedingungen; Lesekompetenz; Migrationshintergrund; Kapital; Migrationshintergrund; Einflussfaktor; Habitus; Deutschland
Abstract	According to the theory of social reproduction, parents' cultural habits, activities, and goods have large impacts on children's skills, knowledge, competencies, and educational attainment [...]. The cultural mobility model is less restrictive and less unidirectional than the theory of social reproduction. According to the cultural mobility model, students from lower social classes, in particular, can promote their school performance if they invest in cultural activities, thus attenuating the relation between their parents' class position and their own school success [...]. In recent times, the school performance of students from immigrant families has been the focus of attention. Cultural capital is often context specific and might lose its value as a consequence of immigration. Therefore, the relation between parents' cultural capital and students' school success should be weaker. However, according to the cultural mobility model, the relation between students' own cultural capital and school success should be stronger. To provide new evidence on this topic, the authors analyzed panel data with value-added models on reading literacy from Grades 3 to 4. The data were derived from the BiKS-8-14 longitudinal study (Educational Processes, Competence Development, and Selection Decisions in Preschool- and School-Age Children) that have been collected in two German states since 2006. This empirical analysis on progress in reading showed that the gap in reading comprehension between students from families with low and high education increases across time. There is evidence that participation in highbrow culture fosters progress in reading comprehension, especially when parents participate in such activities. In addition, the amount of reading in which a student engages has a strong influence. However, no effects could be found for the amount of time parents read newspapers or books, the number of books at home, or children's use of libraries. The results provide support for theories on social reproduction (strong influence of parents' education and highbrow activities), but are also consistent with an extended version of the cultural mobility model (the influence of students' reading habits). Most indicators of various forms of cultural capital have similar effects in native and immigrant families. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/2