Components of reading comprehension in adolescent first-language and second-language students from low-track schools

Marx, Alexandra; Stanat, Petra; Roick, Thorsten; Segerer, Robin; Marx, Peter; Schneider, Wolfgang

doi:10.1007/s11145-015-9554-3

Cited by 21 publications

(14 citation statements)

References 46 publications

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“…Although large proportions of these students perform poorer on standardized tests across various academic subjects, including reading, they report higher self‐concept scores compared with their monolingual peers (Billmann‐Mahecha & Tiedemann, 2006; Faber & Billmann‐Mahecha, 2012; Roebers, Mecheril, & Schneider, 1998). Moreover, this elevated academic self‐concept appears strongest in students with Turkish as their home language, despite performing even more poorly in German schools than any other examined minority group (Faber & Billmann‐Mahecha, 2012; Marx et al, 2015).…”

Section: Academic Self‐concept and Rsc In Students With Minority Backmentioning

confidence: 94%

“…Paradoxically, such students are also more likely to show elevated RSC compared with their actual achievement (e.g., Billmann‐Mahecha & Tiedemann, 2006). The largest discrepancies in Germany between achievement and self‐concepts were found in Turkish students, a minority group with historically low academic achievement (Marx et al, 2015; Stanat et al, 2010). The particular difficulties of students of Turkish origin in various academic fields, but most of all in reading, has not been fully explained to date (Marx & Stanat, 2012).…”

Section: The Current Studymentioning

confidence: 99%

“…At the individual level, studies often have focused on minority home‐language students’ cognitive and linguistic development (e.g., Lesaux, Rupp, & Siegel, 2007). Gaps in linguistic domains such as vocabulary or grammar of the language spoken at school have been seen as central causes of the reading problems of minority home‐language students (Marx et al, 2015). However, there is some evidence that cognitive‐affective variables, such as reading self‐concept (RSC), may also contribute to explaining the reading development trajectories of minority home‐language students (August, Shanahan, & Escamilla, 2009).…”

mentioning

confidence: 99%

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Young Minority Home‐Language Students’ Biased Reading Self‐Concept and Its Consequences for Reading Development

Segerer

Niklas²,

Suggate

et al. 2020

Reading Research Quarterly

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Young students who speak a different language at home than that spoken in school (i.e., a minority home‐language) appear to exhibit a biased reading self‐concept. Importantly, this biased reading self‐concept may correspond with altered causal pathways between reading self‐concept and achievement in minority home‐language students. To test this idea, the authors examined cross‐lagged links between reading self‐concept and reading achievement in a large multiple‐group longitudinal study in Germany. Students with German (n = 885), Turkish (n = 193), or another (n = 550) home language were tested yearly in grades 1–4 on measures of reading and reading self‐concept. Despite showing lower reading achievement, students speaking a minority home language exhibited a higher reading self‐concept. Cross‐lagged paths revealed reciprocal effects between reading achievement and reading self‐concept from grade 1 to grade 2, particularly for students with German as a home language. Minority home‐language students showed significantly lower effects of reading achievement on their subsequent reading self‐concept from grade 1 to grade 2. From grade 2 onward, reading achievement predicted reading self‐concept, but not vice versa.

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Section: Academic Self‐concept and Rsc In Students With Minority Backmentioning

confidence: 94%

Section: The Current Studymentioning

confidence: 99%

mentioning

confidence: 99%

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Young Minority Home‐Language Students’ Biased Reading Self‐Concept and Its Consequences for Reading Development

Segerer

Niklas²,

Suggate

et al. 2020

Reading Research Quarterly

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“…Based on the students' efforts to connect the reality in the drama text with the reality in the life of the community they interpret the values that can be emulated and guided for their lives. For this matter, Marx, et.all [28] suggested that reading skills are an important prerequisite for lifelong learning and participating in almost all aspects of people's lives. The activity of reading drama texts can be continued to practice the students' ability to abstract, interpret values or portray the character of the characters depicted in the drama text.…”

Section: Empiricalmentioning

confidence: 99%

The Development of Authentic Assessment Model for the Learning of Drama Text Appreciation Skill among High School Students in Padang: A Strategy for Youth Character Building

Nurizzati¹,

Noveria²,

Arief³

2019

Proceedings of the Proceedings of the 2nd International Conference on Language, Literature and Education, ICLLE 2019, 22-23 Aug

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The learning and evaluation of literature appreciation in the classroom are still not optimal. The measurement kits for learning appreciation of literature are mostly only up to the level of knowledge (cognitive) whilst the psychomotor and affective domains are inadequate. Therefore, this study aims to develop an authentic assessment model for Basic Competencies in the literary text of drama based on the 2013 Curriculum for high school. The development of the assessment of drama text appreciation is essentially begun by conducting a needs analysis, basic competency analysis, material analysis, and student analysis. The design of implications development follows the Basic Competencies of learning drama texts appreciation include understanding, abstracting, producing, and comparing texts, as well as aspects of language in Curriculum 2013. The development model taken is the 4-D consisting of define, design, develop, and dissemination.

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“…But there are a large number of studies in which no significant differences are found (e.g., Lesaux and Siegel, 2003;Lesaux et al, 2007;Siegel, 2007, 2012;Leikin et al, 2010;Rodríguez-Parra et al, 2012). In an example of the complexity of the issue, in a study with German children differences were found for one group of immigrant pupils (Turkish), but not for others (Marx et al, 2015).…”

Section: Introductionmentioning

confidence: 96%

Socioeconomic Status, Culture, and Reading Comprehension in Immigrant Students

et al. 2021

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Research on reading comprehension in immigrant students is heterogeneous and conflicting. Differences in socioeconomic status and cultural origins are very likely confounds in determining whether differences to native pupils can be attributed to immigrant status. We collected data on 312 Spanish students of Native, of Hispanic origin–therefore with the same family language as native students- and Non-Hispanic origin, while controlling for socioeconomic status, non-verbal reasoning and school membership. We measured reading comprehension, knowledge of syntax, sentence comprehension monitoring, and vocabulary. Differences among groups appeared only in vocabulary and syntax (with poorer performance in the non-Hispanic group), with no differences in reading comprehension. However, regression analyses showed that most of the variability in reading comprehension was predicted by age, socioeconomic status, non-verbal reasoning, and comprehension monitoring. Group membership did not significantly contribute to explain reading comprehension variability. The present study supports the idea that socioeconomically disadvantaged students, both native and immigrants from diverse cultural backgrounds, irrespective of the language of origin, are probably equally at risk of poor reading comprehension.

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Components of reading comprehension in adolescent first-language and second-language students from low-track schools

Cited by 21 publications

References 46 publications

Young Minority Home‐Language Students’ Biased Reading Self‐Concept and Its Consequences for Reading Development

Young Minority Home‐Language Students’ Biased Reading Self‐Concept and Its Consequences for Reading Development

The Development of Authentic Assessment Model for the Learning of Drama Text Appreciation Skill among High School Students in Padang: A Strategy for Youth Character Building

Socioeconomic Status, Culture, and Reading Comprehension in Immigrant Students

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