Effects of immigrant background on text comprehension, vocabulary, and reading motivation: A longitudinal study.

Autor/inn/en	Kigel, Rebecca M.; McElvany, Nele; Becker, Michael
Titel	Effects of immigrant background on text comprehension, vocabulary, and reading motivation: A longitudinal study. Gefälligkeitsübersetzung: Auswirkungen des Migrationshintergrunds auf Textverständnis, Vokabular und Lesemotivation: Eine Längsschnittstudie.
Quelle	In: Learning and instruction, (2015) 35, S. 73-84Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2014.10.001
Schlagwörter	Sozioökonomischer Status; Familie; Grundschule; Schüler; Leistungsmotivation; Lernmotivation; Vokabular; Lesefertigkeit; Lesekompetenz; Lesenlernen; Leseverstehen; Einwanderung; Entwicklung
Abstract	Studied differences in reading skills in elementary school students with and without immigrant backgrounds. 712 students from 22 different elementary schools were tested in the 3rd, 4th, and 6th grade with items from the Hamburger Reading Test (HAMLET 3-4), the Diagnostic German Test (DTD), the CFT Vocabulary Test (CFT), a cognitive ability test (KFT), items assessing reading motivation, and questions regarding immigrant background and the language spoken at home, socioeconomic status, and cultural capital. Results from an autoregressive cross-lag panel model and latent growth curve models demonstrated that students with an immigrant background initially scored lower in text comprehension and vocabulary, and also demonstrated a negative pattern for relative changes in vocabulary over time. Small positive effects were found for relative changes in reading motivation. Socioeconomic status only partially mediated results. The authors conclude that results support the need for improved reading training programs for students with immigrant backgrounds and those with low socioeconomic status and cultural capital. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3