Vergleichende Messung fachsprachlicher Fähigkeiten in den Domänen Physik und Sport

Höttecke, Dietmar; Ehmke, Timo; Krieger, Claus; Kulik, Martha Anna

doi:10.1007/s40573-017-0055-6

Cited by 8 publications

(10 citation statements)

References 9 publications

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“…Gabler and Ufer n.d.) seems not only related to mathematical vocabulary, but to mathematical text comprehension. Thus, these results illustrate the importance of subject-specific text comprehension beyond other measures such as general language skills for some dimensions of mathematics skills, and they extend prior research on approaches to measure such skills (Höttecke et al 2017;Özcan 2013).…”

Section: Results From a Multi-dimensional Perspective On Mathematics Skillssupporting

confidence: 73%

“…Skills in mathematical text comprehension were measured using an instrument based on the idea of C-Tests. Similar instruments of subject-specific language skills have also been developed for other school subjects K in the past (Höttecke et al 2017;Özcan 2013), but results on their longitudinal predictivity have been rare, up to now. The current study is the first to provide direct longitudinal evidence regarding the importance of the two facets of subject-specific language skills for the acquisition of mathematics skills.…”

Section: Results From a One-dimensional Perspective On Mathematics Skillsmentioning

confidence: 99%

“…Our study integrates two perspectives on subject-specific language skills: A perspective focusing on subject-specific vocabulary (Schindler et al 2019;Taboada 2012) and a perspective focusing on measures of subject-specific text comprehension, often with instruments based on the idea of C-Tests (Höttecke et al 2017;Özcan 2013). On the one hand, it was found that both types of measures can reliably be combined into a comprehensive measure of subject-specific language skills.…”

Section: Discussionmentioning

confidence: 99%

“…Özcan (2013) constructed an adapted version of C-Tests to measure subject-related language skills in chemistry, and found moderate positive correlations to subject-matter knowledge. Höttecke et al (2017) studied C-Tests to measure domain-independent (general) language skills as well as subjectspecific language skills in physics and sports. Based on moderate latent correlations between the three constructs, they could separate the two subject-specific language skill measures from the general language skill measure empirically.…”

Section: Subject-specific Text Comprehensionmentioning

confidence: 99%

“…To summarise, first approaches to measure subject-related language skills have been developed in the past, including approaches that go beyond subject-specific vocabulary. First studies have provided evidence that subject-specific language skills can be separated empirically from subject-specific knowledge with respect to skills as well as general language skills (Özcan 2013;Höttecke et al 2017). For example, in a latent variable analysis of data from a cross-sectional study with third-graders, Bochnik and Ufer (2016a) provide evidence that subject-specific language skills partially mediate the relation between general language skills and mathematics skills.…”

Section: Subject-specific Text Comprehensionmentioning

confidence: 99%

See 4 more Smart Citations

Die Rolle allgemein- und fachsprachlicher Kompetenzen für das Mathematiklernen in der Grundschule

Ufer

Bochnik

2020

J Math Didakt

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The role of skills in the language of instruction for mathematics learning is well established by longitudinal studies at the primary school level. Explanations for these relations lead to the question: are they mostly due to general, domain-overarching language skills, or does the command of subject-specific language registers play an important role? Integrating prior research threads, we propose two instruments to measure subject-specific language skills in mathematics: One measuring mathematical vocabulary, and one measuring mathematical text comprehension. We report on a longitudinal study with N = 237 German grade 3 students, which investigated the predictive value of these instruments beyond prior arithmetic skills, general language skills, and control variables such as general cognitive skills and socio-economic status on students’ later arithmetic skills. We applied a multidimensional assessment model to measure arithmetic skills. Apart from replicating the prominent role of general language skills found in earlier studies, our results indicate a substantial, additional role of subject-specific language skills for the development of mathematics skills. These relations could be identified for knowledge of mathematical vocabulary, as well as for mathematical text comprehension. The results indicate that fostering subject-specific language skills already at the primary school level is not only one of many goals of mathematics instruction, but is a core prerequisite to supporting mathematical skill acquisition.

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Section: Results From a Multi-dimensional Perspective On Mathematics Skillssupporting

confidence: 73%

Section: Results From a One-dimensional Perspective On Mathematics Skillsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Subject-specific Text Comprehensionmentioning

confidence: 99%

Section: Subject-specific Text Comprehensionmentioning

confidence: 99%

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Die Rolle allgemein- und fachsprachlicher Kompetenzen für das Mathematiklernen in der Grundschule

Ufer

Bochnik

2020

J Math Didakt

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Sprache und das Lernen von Naturwissenschaften

Rincke

Markic

2018

Theorien in Der Naturwissenschaftsdidaktischen Forschung

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Challenging to Read, Easy to Comprehend? Effects of Linguistic Demands on Secondary Students’ Text Comprehension in Physics

Hackemann

Heine

Höttecke

2022

Int J of Sci and Math Educ

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Students with high reading proficiency typically achieve better results in science assessments, indicating the importance of reading proficiency. Since the process of reading is a complex interaction between properties of a text and a reader, the linguistic demands of a text might affect text comprehension. Certain linguistic features, such as complex syntactic structures and low word frequency, have been found to create higher cognitive load. However, studies investigating the influence of linguistic features on test item difficulty and students’ text comprehension in science have hitherto let to inconclusive results. The present study investigates whether the linguistic demands of expository text affect German students’ text comprehension in the domain of physics. Within an experimental study, we presented three introductory texts on different subtopics of thermodynamics and 27 single-select, multiple-choice items to 812 secondary school students (grades 7–9). Items measured students’ text comprehension (dependent variable); the linguistic demands of each text were systematically varied across three levels (independent variables) while other features of text quality and content were held constant. The results of the item response theory analysis indicated no consistent differences in item difficulty across levels of linguistic demands. Moreover, differential analyses of subgroups presented no consistent differences in solution frequencies of items related to different linguistic demands. Furthermore, while the highest linguistic demand of the texts led the students to perceive a lower comprehensibility, their text comprehension was not affected. Hence, this study provides evidence that the influence of linguistic features on text comprehension is at most low and might be overestimated in present discussions.

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Vergleichende Messung fachsprachlicher Fähigkeiten in den Domänen Physik und Sport

Cited by 8 publications

References 9 publications

Die Rolle allgemein- und fachsprachlicher Kompetenzen für das Mathematiklernen in der Grundschule

Die Rolle allgemein- und fachsprachlicher Kompetenzen für das Mathematiklernen in der Grundschule

Sprache und das Lernen von Naturwissenschaften

Challenging to Read, Easy to Comprehend? Effects of Linguistic Demands on Secondary Students’ Text Comprehension in Physics

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