Literaturnachweis - Detailanzeige
| Autor/inn/en | Sammann, Karoline; Sodogé, Anke; Allmen, David von |
|---|---|
| Titel | Kommunikative Partizipation. Ein Sprachgruppenvergleich. Titel in anderen Sprachen: Communicative participation. A comparison of language groups. |
| Quelle | In: Forschung Sprache, 11 (2023) 1, 9 S.
PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) |
| Beigaben | Literaturangaben; Tabelle; Abbildung |
| Sprache | deutsch |
| Dokumenttyp | online; Zeitschriftenaufsatz |
| ISSN | 2196-6818 |
| Schlagwörter | Forschung; Kommunikation; Forschung; Kommunikation; Mehrsprachigkeit; Partizipation; Sprache; Spracherwerb; Logopädie; Sonderpädagogik; Sprachförderung; Deutsch als Zweitsprache; Sprache; Spracherwerb; Sprachförderung; Mehrsprachigkeit; Partizipation; Logopädie; Sonderpädagogik |
| Abstract | The present study is looking for differences between children with DaZ, from monolingual German-speaking children and children with a language acquisition disorder (SES) to their communicative participation. In this cross-sectional study, the self-assessed and externally assessed communicative participation of children between the ages of 4;6 and 5;9 years from the three language groups was differentiated. The primary endpoint is the total score FBA from the adapted 'Questionnaire on participation in everyday communication' (FBA 6-10). 31 teachers assessed the communicative participation of 136 children. 116 children were interviewed as part of the self-assessment using an adapted FBA. Within the framework of the external assessment, there was a language group difference (F(2) = 6.66, p = 0.002) with regard to the total value of adjusted FBA between monolingual German-speaking children and children with DaZ (mean difference = 36.8, p = 0.003) and children with SES (mean difference = 36.8, p = 0.003) and between monolingual German-speaking children and children with SES (mean difference = 47.7, p = 0.007). There was no significant group difference for the self-assessment. The results show that the group difference of children with DaZ compared to monolingual German-speaking children is significant and relevant for more equal access to education. |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern) |
| Update | 2023/1 |
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