Enhancing literacy in first- and second language learners with behavioral and learning difficulties.

Autor/in	Barwasser, Anne
Titel	Enhancing literacy in first- and second language learners with behavioral and learning difficulties.
Quelle	Köln: Universitäts- und Stadtbibliothek Köln (2021), 298 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit Dissertation, Köln, Universität zu Köln, 2021.
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
URN	urn:nbn:de:hbz:38-541122
Schlagwörter	Spielerisches Lernen; Evaluation; Fragebogen; Varianzanalyse; Deutschland; Englisch; Grundschule; Lesen; Motivation; Muttersprache; Nordrhein-Westfalen; Schüler; Spracherwerb; Sprachunterricht; Evaluation; Unterrichtsmethode; Deutsch; Datenanalyse; Wortschatz; Fragebogen; Regressionsanalyse; Erzählen; Intervention; Tutor; Varianzanalyse; Leseförderung; Sekundarstufe I; Grundschule; Schüler; Verhaltensauffälligkeit; Lernprozess; Motivation; Lernschwierigkeit; Lernmethode; Peer Group; Unterrichtsmethode; Deutsch; Erzählen; Spracherwerb; Sprachunterricht; Wortschatz; Englisch; Datenanalyse; Regressionsanalyse; Leseförderung; Lesen; Muttersprache; Zweitsprachenerwerb; Intervention; Tutor; Deutschland; Nordrhein-Westfalen
Abstract	This dissertation is concerned with the improvement of literacy skills in primary and secondary school students with learning and behavioral difficulties-with German as a first language on the one hand and German and English as second languages on the other-displayed in two parts. This focus has been set against the background of an increasing number of students who perform with less literacy proficiency in first and second languages (L1 and L2) and the growing heterogeneity of students who face learning and behavioral difficulties that pose major challenges for teachers. Two specially designed and combined interventions, peer-tutorial Reading Racetracks (RT) and storytelling, will be presented that are characterized by great effectiveness in literacy and good usability for heterogeneous groups of students. For both parts, these interventions were evaluated in various constellations regarding their effectiveness for literacy. Group and single-case designs were used for this purpose and conducted in elementary, secondary, and special schools. Although the participants in the studies are very heterogeneous and certainly need further research, the results of all eight studies indicate that both types of interventions, RT in L1, and storytelling in L2, are highly effective in terms of literacy and thus provide an opportunity for students to improve significantly and regain enjoyment in learning. At the same time, the findings provide guidance for teachers on how to successfully design and implement interventions for L1 and L2 students with learning and behavioral difficulties across a wide range of grade levels. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2