Leseverständnis ohne Lesen?

Rost, Detlef H.; Sparfeldt, Jörn R.

doi:10.1024/1010-0652.21.3.305

Cited by 17 publications

(4 citation statements)

References 24 publications

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“…The acquisition of reading and listening comprehension skills has been studied in the context of language competency modeling for formal learning ( Gough et al, 1996 ). A significant aspect of this research has been the debate on whether cognitive processes involved in language comprehension should be considered modality-independent or modality-specific ( Rost and Schilling, 2006 ). The role of modality in language acquisition still remains inadequately explored ( Gilabert et al, 2016 ), and is characterised by inconsistent findings in prior literature ( Zhao et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Read at home to do well at school: informal reading predicts achievement and motivation in English as a foreign language

Meyer,

Fleckenstein,

Krüger

et al. 2024

Front. Psychol.

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IntroductionLearning English as a foreign language is necessary for many students to actively participate in an increasingly globalized world. This study explores the role of informal English language engagement for students’ reading and listening skills, as well as motivation to learn English. In an era of global interconnectedness, informal learning gains importance as a supplement to formal education.MethodsThis study extends the evidence base by analyzing extramural reading and listening activities in a large-scale longitudinal investigation involving secondary school learners (N = 1,994) in Germany.ResultsOur results show that frequent informal reading significantly relates to increases in students’ English comprehension skills and their motivation for language learning, reaffirming previous cross-sectional findings.DiscussionThe results highlight the relevance of informal language activities for effective language learning and students’ English as a foreign language motivation. Additionally, discrepancies between reading and listening outcomes are discussed.

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Section: Introductionmentioning

confidence: 99%

Read at home to do well at school: informal reading predicts achievement and motivation in English as a foreign language

Meyer,

Fleckenstein,

Krüger

et al. 2024

Front. Psychol.

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“…On the other hand, they can be distinguished between according to the linguistic processes involved, that is, whether they involve productive (speaking and writing) or receptive (listening and reading) competencies. Against the background of theories on the acquisition of reading and listening comprehension skills (e.g., Gough et al, 1996), the extent to which the cognitive processes involved should be understood as modality‐independent or modality‐specific has also been discussed for some time (for a review, see Rost & Schilling, 2006). In educational psychology as well as in applied linguistics, numerous studies can be found on the question of the extent to which the four designated competencies should be understood as unidimensional or as multidimensional constructs (e.g., Rost, 1989; Zwick, 2005).…”

Section: Introductionmentioning

confidence: 99%

A closer look at the domain‐specific associations of openness with language achievement: Evidence on the role of intrinsic value from two large‐scale longitudinal studies

Meyer

Schmidt

Fleckenstein

et al. 2022

Brit J of Edu Psychol

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Background Many empirical investigations focus on how personality traits and academic motivation are related to academic achievement. Regarding the personality traits described in the five‐factor model, prior research has shown associations between openness to experience and language achievement in particular. Following the principle of trait activation, associations with intrinsic value can explain these domain‐specific relationships of openness with achievement. Aims This study investigated whether intrinsic value mediates the associations of openness to experience with language achievement to understand these associations more closely. Based on the principle of trait activation, we combined openness to experience with intrinsic value as a motivational construct more proximal to behaviour. Samples We capitalized on two large‐scale longitudinal data sets (N = 1994; M = 16.8 years; 51% female; and N = 2722; M = 17.34 years; 58% female) of German‐speaking students in upper secondary education with two points of measurement, respectively. Methods We assessed achievement using report card grades and standardized test scores, capturing three language subskills: reading and listening, measured by standardized tests, and writing competencies, measured by essay assignments. We conducted mediation analysis using bootstrapped confidence intervals and robust standard errors to account for dependencies in the data due to students clustered within classrooms. Results and Conclusions Overall, our results show that intrinsic value mediated the relationship between openness and achievement in English as a foreign language. The results remained stable when controlling for prior achievement, predicting achievement gains. Our investigation provides empirical insights into the manifestations of personality in academic contexts. We discuss the limitations of our approach, with a focus on the use of a mediation analysis in this research design.

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“…In den Ergebnissen von PISA zeigten sich bei den 15jährigen Schülerinnen und Schülern die größten Lesekompetenzunterschiede zwischen jungen Männern und Frauen . Bei De Fraine und Kollegen Lesenden-Interaktion bezeichnet werden Rost & Buch, 2018). Darüber hinaus erfolgt die Auseinandersetzung mit Textinhalten und der Austausch über das Gelesene stets in Interaktion mit der sozialen Umwelt Hurrelmann, 2004;.…”

Section: Die Vorliegende Darstellung Vorhandener Ergebnisse Hinsichtlich Derunclassified

“…Ebenso bedarf es eines nötigen Prozesses, um ein Leseverständnisprodukt zu erhalten. Somit greifen Prozess und Produkt des Lesens stets ineinander (Philipp, 2018;Rost & Buch, 2018). Kohärenz herzustellen und im Text verteilte Informationen aufzufinden .…”

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Entwicklung und Determinanten von Geschlechtsunterschieden in der Lesekompetenz bei Jugendlichen und Erwachsenen

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Die vorliegende Dissertationsschrift beschäftigt sich mit Geschlechtsunterschieden in der Lesekompetenz. Dabei werden zwei Zielsetzungen verfolgt: Zunächst wird die Entwicklung von Lesekompetenzunterschieden im Lebensverlauf zwischen jungen Frauen und Männern beschrieben. Dafür wird geklärt, wie sich Geschlechtsunterschiede in der Lesekompetenz im jungen Erwachsenenalter im Übergang vom institutionellen Lernkontext der Schule bis in die Zeit nach der Schule weiterentwickeln. Als weiteres Ziel werden im Zuge der Arbeit relevante Determinanten betrachtet, die Geschlechtsunterschiede in der Lesekompetenz erklären können. Es wird der Einfluss von personenspezifischen (Leseinteressen und -präferenzen) und textspezifischen (Textsorten, Textmerkmale) Determinanten auf die Lesekompetenz von Frauen und Männern untersucht.

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Leseverständnis ohne Lesen?

Cited by 17 publications

References 24 publications

Read at home to do well at school: informal reading predicts achievement and motivation in English as a foreign language

Read at home to do well at school: informal reading predicts achievement and motivation in English as a foreign language

A closer look at the domain‐specific associations of openness with language achievement: Evidence on the role of intrinsic value from two large‐scale longitudinal studies

Entwicklung und Determinanten von Geschlechtsunterschieden in der Lesekompetenz bei Jugendlichen und Erwachsenen

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