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(Schlagwörter: "Strukturgleichungsmodell")
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I don't really belong here. Examining sense of belonging in immigrant and nonimmigrant teacher […]
Wolf, Kristin; Maurer, Christina; Kunter, Mareike
Journal Article
| In: Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie | 2021
41482 Endnote
Author(s):
Wolf, Kristin; Maurer, Christina; Kunter, Mareike
Title:
I don't really belong here. Examining sense of belonging in immigrant and nonimmigrant teacher students
In:
Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 53 (2021) 1/2, S. 1-14
DOI:
10.1026/0049-8637/a000233
URL:
https://econtent.hogrefe.com/doi/10.1026/0049-8637/a000233
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Lehramtsstudent; Migrationshintergrund; Soziale Beziehung; Gemeinschaft; Studienabbruch; Hochschulbildung; Lehrerausbildung; Studienfach; Universität; Student; Befragung; Datenanalyse; Strukturgleichungsmodell; Empirische Untersuchung; Deutschland
Abstract:
Die vorliegende Studie untersucht die Bedeutung des Zugehörigkeitsgefühls von Lehramtsstudierenden für deren Studienabbruchintention mit besonderer Berücksichtigung von Studierenden mit Migrationshintergrund. Es wurden 925 deutsche Lehramtsstudierende zu zwei Messzeitpunkten befragt. Die Ergebnisse bestätigen die Bedeutung des Zugehörigkeitsgefühls für die Studienabbruchintention von Lehramtsstudierenden. Strukturgleichungsmodelle zeigen, dass Studierende mit Migrationshintergrund ein geringeres Zugehörigkeitsgefühl und höhere Studienabbruchintention berichten. (DIPF/Orig.)
Abstract (english):
The present study investigates the role of sense of belonging on dropout intention in teacher education with a special focus on immigrant teacher students. We present data from a survey of 925 German teacher students using two times of measurement. The results confirm the significance of sense of belonging for the dropout rate among students in teacher education and support our hypotheses that immigrant students show a lower sense of belonging and higher dropout intentions. (DIPF/Orig.)
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Social and dimensional comparisons in the formation of German students' language self-concepts
Arens, A. Katrin; Helm, Friederike; Wolff, Fabian; Möller, Jens
Journal Article
| In: Journal of Experimental Education | 2020
39360 Endnote
Author(s):
Arens, A. Katrin; Helm, Friederike; Wolff, Fabian; Möller, Jens
Title:
Social and dimensional comparisons in the formation of German students' language self-concepts
In:
Journal of Experimental Education, 88 (2020) 2, S. 245-264
DOI:
10.1080/00220973.2019.1635069
URN:
urn:nbn:de:0111-pedocs-190075
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-190075
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Empirische Untersuchung; Schleswig-Holstein; Deutschland; Schüler; Sprache; Selbstkonzept; Leistung; Unterrichtssprache; Deutsch; Erste Fremdsprache; Englisch; Zweite Fremdsprache; Französisch; Latein; Mathematik; Vergleich; Gymnasium; Sekundarbereich; Fragebogen; Schulnoten; Strukturgleichungsmodell; Faktorenanalyse
Abstract (english):
This study extended the internal/external reference model to multiple languages including students' language of instruction, first foreign language, and second foreign language. We examined whether social and dimensional comparisons play similar roles in the formation of students' self-concept related to different languages and whether dimensional comparisons result in contrast or assimilation effects. All students had German as the language of instruction and English as the first foreign language. Students were divided into a subsample (N = 487) learning French as a second foreign language and a subsample (N = 481) learning Latin. Invariance tests demonstrated that the achievement-self-concept relations were similar across the subsamples, but interesting group differences became apparent when analyzing the French and Latin subsamples separately. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Foreign language learning in older age does not improve memory or intelligence. Evidence from a […]
Berggren, Rasmus; Nilsson, Jonna; Brehmer, Yvonne; Schmiedek, Florian; Lövdén, Martin
Journal Article
| In: Psychology and Aging | 2020
39899 Endnote
Author(s):
Berggren, Rasmus; Nilsson, Jonna; Brehmer, Yvonne; Schmiedek, Florian; Lövdén, Martin
Title:
Foreign language learning in older age does not improve memory or intelligence. Evidence from a randomized controlled study
In:
Psychology and Aging, 35 (2020) 2, S. 212-219
DOI:
10.1037/pag0000439
URL:
https://psycnet.apa.org/doiLanding?doi=10.1037%2Fpag0000439
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Alter Mensch; Fremdsprache; Lernen; Wirkung; Kognitive Kompetenz; Intelligenz; Arbeitsgedächtnis; Wortschatz; Assoziation; Leistungstest; Testkonstruktion; Strukturgleichungsmodell:Schweden
Abstract:
Foreign language learning in older age has been proposed as a promising avenue for combatting age-related cognitive decline. We tested this hypothesis in a randomized controlled study in a sample of 160 healthy older participants (aged 65-75 years) who were randomized to 11 weeks of either language learning or relaxation training. Participants in the language learning condition obtained some basic knowledge in the new language (Italian), but between-groups differences in improvements on latent factors of verbal intelligence, spatial intelligence, working memory, item memory, or associative memory were negligible. We argue that this is not due to either poor measurement, low course intensity, or low statistical power, but that basic studies in foreign languages in older age are likely to have no or trivially small effects on cognitive abilities. We place this in the context of the cognitive training and engagement literature and conclude that while foreign language learning may expand the behavioral repertoire, it does little to improve cognitive processing abilities.
DIPF-Departments:
Bildung und Entwicklung
Teacher perceptions of learning motivation and classroom behavior. The role of student […]
Brandmiller, Cornelius; Dumont, Hanna; Becker, Michael
Journal Article
| In: Contemporary Educational Psychology | 2020
40747 Endnote
Author(s):
Brandmiller, Cornelius; Dumont, Hanna; Becker, Michael
Title:
Teacher perceptions of learning motivation and classroom behavior. The role of student characteristics
In:
Contemporary Educational Psychology, 63 (2020) , S. 101893
DOI:
10.1016/j.cedpsych.2020.101893
URL:
https://www.sciencedirect.com/science/article/abs/pii/S0361476X20300588?via%3Dihub
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Lehrer; Wahrnehmung; Erwartung; Schüler; Kognitive Kompetenz; Lernmotivation; Verhalten; Sozioökonomische Lage; Soziale Herkunft; Migrationshintergrund; Gender; Einflussfaktor; Ungleichheit; Schuljahr 04; Leistungstest; Eltern; Lehrer; Befragung; Statistische Methode; Strukturgleichungsmodell; Deutschland
Abstract (english):
The present study investigates whether teacher perceptions of students' cognitive skills, their learning motivation, and their classroom behavior differ according to students' socioeconomic status, immigrant background, and gender. Data from N = 4746 German fourth graders and data from their parents and teachers were analyzed using structural equation modeling. Controlling for student achievement as measured in a standardized achievement test and student motivation as measured by student and parent reports, we found that teachers overestimated the cognitive skills of high-SES students and girls in comparison to those of low-SES students and boys. Similarly, teachers perceived high-SES students, students who are not from an immigrant background, and girls as having a higher learning motivation and as having more cognitive skills. Finally, we found that teachers' perceptions of students' learning motivation and classroom behavior mediated the relationship between student characteristics and cognitive skills as perceived by the teacher. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Personality across the lifespan. Exploring measurement invariance of a short Big Five inventory […]
Brandt, Naemi D.; Becker, Michael; Tetzner, Julia; Brunner, Martin; Kuhl, Poldi; Maaz, Kai
Journal Article
| In: European Journal of Psychological Assessment | 2020
40322 Endnote
Author(s):
Brandt, Naemi D.; Becker, Michael; Tetzner, Julia; Brunner, Martin; Kuhl, Poldi; Maaz, Kai
Title:
Personality across the lifespan. Exploring measurement invariance of a short Big Five inventory from ages 11 to 84
In:
European Journal of Psychological Assessment, 36 (2020) 1, S. 162-173
DOI:
10.1027/1015-5759/a000490
URL:
https://econtent.hogrefe.com/doi/10.1027/1015-5759/a000490
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Deutschland; Persönlichkeit; Persönlichkeitsmerkmal; Lebensalter; Kindheit; Jugendalter; Erwachsener; Alter; Einflussfaktor; Indikator; Validität; Erhebungsinstrument; Temperament; Messverfahren; Vergleich; Faktorenanalyse; Strukturgleichungsmodell
Abstract:
Personality is a relevant predictor for important life outcomes across the entire lifespan. Although previous studies have suggested the comparability of the measurement of the Big Five personality traits across adulthood, the generalizability to childhood is largely unknown. The present study investigated the structure of the Big Five personality traits assessed with the Big Five Inventory-SOEP Version (BFI-S; SOEP = Socio-Economic Panel) across a broad age range spanning 11-84 years. We used two samples of N = 1,090 children (52% female, Mage = 11.87) and N = 18,789 adults (53% female, Mage = 51.09), estimating a multigroup CFA analysis across four age groups (late childhood: 11-14 years; early adulthood: 17-30 years; middle adulthood: 31-60 years; late adulthood: 61-84 years). Our results indicated the comparability of the personality trait metric in terms of general factor structure, loading patterns, and the majority of intercepts across all age groups. Therefore, the findings suggest both a reliable assessment of the Big Five personality traits with the BFI-S even in late childhood and a vastly comparable metric across age groups. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Personality, cognitive ability, and academic performance. Differential associations across school […]
Brandt, Naemi D.; Lechner, Clemens M.; Tetzner, Julia; Rammstedt, Beatrice
Journal Article
| In: Journal of Personality | 2020
40967 Endnote
Author(s):
Brandt, Naemi D.; Lechner, Clemens M.; Tetzner, Julia; Rammstedt, Beatrice
Title:
Personality, cognitive ability, and academic performance. Differential associations across school subjects and school tracks
In:
Journal of Personality, 88 (2020) 2, S. 249-265
DOI:
10.1111/jopy.12482
URL:
https://onlinelibrary.wiley.com/doi/full/10.1111/jopy.12482
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Schüler; Persönlichkeitsmerkmal; Persönlichkeit; Kognitive Kompetenz; Intelligenz; Emotionale Kompetenz; Schulerfolg; Schulform; Unterrichtsfach; Deutschunterricht; Mathematikunterricht; Schuljahr 09; Einflussfaktor; Gymnasium; Realschule; Berufsschule; Schülerleistung; Test; Panel; Strukturgleichungsmodell; Längsschnittuntersuchung; Deutschland;
Abstract:
Aim: Personality traits and cognitive ability are well‐established predictors of academic performance. Yet, how consistent and generalizable are the associations between personality, cognitive ability, and performance? Building on theoretical arguments that trait-performance relations should vary depending on the demands and opportunities for trait expression in the learning environment, we investigated whether the associations of personality (Big Five) and cognitive ability (fluid intelligence) with academic performance (grades and tests scores) vary across school subjects (German and math) and across ability‐grouped school tracks (academic, intermediate, and vocational). Method: Multiple group structural equation models in a large representative sample of ninth‐grade students (N = 12,915) from the German National Educational Panel Study (NEPS). Results: Differential associations across school subjects emerged for cognitive ability, Emotional Stability, and Conscientiousness (math > German); and for Openness and Extraversion (German > math). Differential associations across school tracks emerged for cognitive ability, Conscientiousness (academic > intermediate > vocational) and Agreeableness (academic > intermediate > vocational). Personality traits explained more variation in academic performance in the academic than in the other tracks. Conclusion: Most trait-performance relations varied across subjects, tracks, or both. These findings highlight the need for more nuanced and context‐minded perspective on trait-performance relations. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
The importance of the ventromedial prefrontal cortex for associative memory in older adults. A […]
Brehmer, Yvonne; Nilsson, Jonna; Berggren, Rasmus; Schmiedek, Florian; Lövdén, Martin
Journal Article
| In: NeuroImage | 2020
39821 Endnote
Author(s):
Brehmer, Yvonne; Nilsson, Jonna; Berggren, Rasmus; Schmiedek, Florian; Lövdén, Martin
Title:
The importance of the ventromedial prefrontal cortex for associative memory in older adults. A latent structural equation analysis
In:
NeuroImage, 209 (2020) , S. 116475
DOI:
10.1016/j.neuroimage.2019.116475
URN:
urn:nbn:de:0111-dipfdocs-191394
URL:
http://www.dipfdocs.de/volltexte/2020/19139/pdf/NeuroImage_2020_Brehmer_et_al_The_importance_of_the_ventromedial_prefrontal_cortex_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Assoziation; Gegenstand; Gedächtnis; Älterer Erwachsener; Älterer Mensch; Individuum; Unterschied; Ursachenforschung; Neurophysiologie; Hirnforschung; Strukturgleichungsmodell
Abstract:
Older adults show relatively minor age-related decline in memory for single items, while their memory for associations is markedly reduced. Inter-individual differences in memory function in older adults are substantial but the neurobiological underpinnings of such differences are not well understood. In particular, the relative importance of inter-individual differences in the medio-temporal lobe (MTL) and the lateral prefrontal cortex (PFC) for associative and item recognition in older adults is still ambiguous. We therefore aimed to first establish the distinction between inter-individual differences in associative memory (recollection-based) performance and item memory (familiarity-based) performance in older adults and subsequently link these two constructs to differences in cortical thickness in the MTL and lateral PFC regions, in a latent structural equation modelling framework. To this end, a sample of 160 older adults (65-75 years old) performed three intentional item-associative memory tasks, of which a subsample (n = 72) additionally had cortical thickness measures in MTL and PFC regions of interest available. The results provided support for a distinction between familiarity-based item memory and recollection-based associative memory performance in older adults. Cortical thickness in the ventro-medial prefrontal cortex was positively correlated with associative recognition performance, above and beyond any relationship between item recognition performance and cortical thickness in the same region and between associative recognition performance and brain structure in the MTL (parahippocampus). The findings highlight the relative importance of the ventromedial prefrontal cortex in allowing for intentional recollection-based associative memory functioning in older adults. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Digital phenotyping: Towards replicable findings with comprehensive assessments and integrative […]
Ebner‑Priemer, Ulrich W.; Mühlbauer, Esther; Neubauer, Andreas B.; Hill, Holger; Beier, Fabrice; […]
Journal Article
| In: International Journal of Bipolar Disorders | 2020
40733 Endnote
Author(s):
Ebner‑Priemer, Ulrich W.; Mühlbauer, Esther; Neubauer, Andreas B.; Hill, Holger; Beier, Fabrice; Santangelo, Philip S.; Ritter, Philipp; Kleindienst, Nikolaus; Bauer, Michael; Schmiedek, Florian; Severus, Emanuel
Title:
Digital phenotyping: Towards replicable findings with comprehensive assessments and integrative models in bipolar disorders
In:
International Journal of Bipolar Disorders, 8 (2020) , S. 35
DOI:
10.1186/s40345-020-00210-4
URN:
urn:nbn:de:0111-dipfdocs-232732
URL:
https://journalbipolardisorders.springeropen.com/articles/10.1186/s40345-020-00210-4
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Manisch-depressive Erkrankung; Phänotyp; Smartphone; Nutzung; Symptomatik; Selbsteinschätzung; Tagebuch; Fremdeinschätzung; Experte; Psychopathologie; Prädiktor; Strukturgleichungsmodell; Empirische Untersuchung; Deutschland
Abstract:
Background: Digital phenotyping promises to unobtrusively obtaining a continuous and objective input of symptomatology from patients' daily lives. The prime example are bipolar disorders, as smartphone parameters directly reflect bipolar symptomatology. Empirical studies, however, have yielded inconsistent findings. We believe that three main shortcomings have to be addressed to fully leverage the potential of digital phenotyping: short assessment periods, rare outcome assessments, and an extreme fragmentation of parameters without an integrative analytical strategy. Methods: To demonstrate how to overcome these shortcomings, we conducted frequent (biweekly) dimensional and categorical expert ratings and daily self-ratings over an extensive assessment period (12 months) in 29 patients with bipolar disorder. Digital phenotypes were monitored continuously. As an integrative analytical strategy, we used structural equation modelling to build latent psychopathological outcomes (mania, depression) and latent digital phenotype predictors (sleep, activity, communicativeness). Outcomes: Combining gold-standard categorical expert ratings with dimensional self and expert ratings resulted in two latent outcomes (mania and depression) with statistically meaningful factor loadings that dynamically varied over 299 days. Latent digital phenotypes of sleep and activity were associated with same-day latent manic psychopathology, suggesting that psychopathological alterations in bipolar disorders relate to domains (latent variables of sleep and activity) and not only to specific behaviors (such as the number of declined incoming calls). The identification of latent psychopathological outcomes that dimensionally vary on a daily basis will enable to empirically determine which combination of digital phenotypes at which days prior to an upcoming episode are viable as digital prodromal predictors. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Unter welchen Bedingungen gelingt die Implementation eines Modellvorhabens zur Förderung der […]
Hartmann, Ulrike; Ehm, Jan-Henning; Höltge, Lea; Hasselhorn, Marcus
Journal Article
| In: Zeitschrift für Erziehungswissenschaft | 2020
39765 Endnote
Author(s):
Hartmann, Ulrike; Ehm, Jan-Henning; Höltge, Lea; Hasselhorn, Marcus
Title:
Unter welchen Bedingungen gelingt die Implementation eines Modellvorhabens zur Förderung der Schulbereitschaft in Kindertagesstätten? Analysen zum Zusammenspiel von individuellen Merkmalen der Fachkräfte, der Wahrnehmung projektbezogener Merkmale und dem wahrgenommenen Implementationserfolg
In:
Zeitschrift für Erziehungswissenschaft, 23 (2020) 1, S. 62-80
DOI:
10.25656/01:20459
URN:
urn:nbn:de:0111-pedocs-204596
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-204596
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Kindertagesstätte; Modellversuch; Implementierung; Schulreife; Frühkindliche Bildung; Förderung; Umsetzung; Erfolg; Wahrnehmung; Fachkraft; Erzieher; Einstellung <Psy>; Selbsteinschätzung; Kompetenz; Wissen; Belastung; Fragebogenerhebung; Vignette <Methode>; Strukturgleichungsmodell; Baden-Württemberg; Deutschland
Abstract:
Anhand der Befragungsdaten von 184 baden-württembergischer Kita-Fachkräften wird untersucht, welche Zusammenhänge zwischen dem Im- plementationserfolg einer Reformmaßnahme und den für die Implementation bedeutsamen individuellen und projektspezifischen Merkmalen bestehen. Dabei werden anhand eines Strukturgleichungsmodells die Beziehungen zwischen den individuellen Voraussetzungen der pädagogischen Fachkräfte und ihrer subjektiven Wahrnehmung einer erfolgreichen Implementation des Modellprojektes analysiert. Die Ergebnisse implizieren, dass die Wahrnehmung projektspezifischer Merkmale (relativer Vorteil, Kompatibilität und Komplexität) nicht unabhängig von den individuellen Vorausset- zungen der pädagogischen Fachkräfte (Einstellungen, Kenntnisse und berufl. Belastung) betrachtet werden sollte. Insbesondere die Einstellungen gegenüber schulvorbereitender Zusatzforderung weisen Zusammenhänge mit allen projektspezifischen Merkmalen auf. (DIPF/Orig.)
Abstract (english):
Analyzing survey data of 184 early childhood educators, this study ex- amines relationships between a successful implementation of an early education reform in kindergarten, and various individual and project-specific characteristics. Structural equation modeling is used to analyze the relationship between individual characteristics of the educators and their perceived implementation success. Results indicate that educators' views on project-specific characteristics can be explained by taking their individual characteristics (beliefs, knowledge and occupational stress) into account. Specifically, attitudes towards the enhancement of children's school readiness relate to all project-related criteria. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Zur Vorhersage der Schriftsprache durch vorschulische Kompetenzen. Sind die Prädiktionsmuster […]
Huschka, Sina Simone; Emde, Kim Raquel; Brandenburg, Janin
Journal Article
| In: Frühe Bildung | 2020
40644 Endnote
Author(s):
Huschka, Sina Simone; Emde, Kim Raquel; Brandenburg, Janin
Title:
Zur Vorhersage der Schriftsprache durch vorschulische Kompetenzen. Sind die Prädiktionsmuster zwischen ein- und mehrsprachigen Kindern vergleichbar?
In:
Frühe Bildung, 9 (2020) 4, S. 193-202
DOI:
10.1026/2191-9186/a000496
URN:
urn:nbn:de:0111-pedocs-218969
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-218969
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Kind; Vorschulalter; Schuljahr 01; Schulanfänger; Schriftsprache; Schreibenlernen; Schreibkompetenz; Einsprachigkeit; Mehrsprachigkeit; Vorschulerziehung; Vorwissen; Einflussfaktor; Rechtschreibung; Lesen; Selbstregulation; Phonologie; Informationsverarbeitung; Prognose; Lesegeschwindigkeit; Test; Vergleich; Strukturgleichungsmodell; Deutschland
Abstract:
In Deutschland wachsen viele Kinder mit mehr als nur einer Muttersprache auf - dies kann ein mögliches Risiko für den Schriftspracherwerb darstellen, wenn die Unterrichtssprache Deutsch nicht ausreichend beherrscht wird. Wichtige Grundlagen für den Schrift-spracherwerb werden bereits vor dem Schuleintritt gelegt. Daher beschäftigt sich die vorliegende Studie mit der Frage, ob die Vorhersage von Lese- und Rechtschreibleistungen durch vorschulische Kompetenzen für einsprachig deutsche Kinder und mehrsprachige Kinder vergleichbar ist. Bei 162 einsprachig und 143 mehrsprachig aufwachsenden Kindern wurden im letzten Kindergartenjahr die phonologische Bewusstheit, die Benenngeschwindigkeit, die phonologische Schleife und die behaviorale Selbstregulation erfasst. Am Ende der ersten Klasse erfolgte die Überprüfung von Lesegeschwindigkeit, Leseverständnis und Rechtschreiben. Die durchgeführten Strukturgleichungsmodelle zeigten zum Teil differenzielle Prädiktionsmuster für die Gruppen: Bei den mehrsprachigen Kindern war nur die Benenngeschwindigkeit prädiktiv für die Lese-geschwindigkeit, bei den einsprachigen Kindern zusätzlich die phonologische Schleife. Für das Leseverständnis und das Rechtschreiben setzte sich bei den mehrsprachigen Kindern einzig die phonologische Bewusstheit als Prädiktor durch, während bei den einsprachigen Kindern die Benenngeschwindigkeit ebenfalls prädiktiv war. (DIPF/Orig.)
Abstract (english):
In Germany, many children grow up speaking more than one language - which can be a potential risk for the acquisition of written language if the language of instruction German is not sufficiently mastered. Important foundations for the literacy acquisition are already laid before school entry. The present study addresses the question of whether the prediction of reading and spelling performance through pre-school skills is comparable for monolingual German children and multilingual children. In 162 monolingual and 143 multilingual children, pho-nological awareness, naming speed, phonological loop and behavioral self-regulation were assessed in the last year of kindergarten. At the end of the first grade, reading fluency, reading comprehension and spelling were assessed. Structural equation models showed partially differential prediction patterns for the groups: In the multilingual children only naming speed was predictive of reading fluency, in the monolingual children the phonological loop was an additional predictor. For reading comprehension and spelling, only phonological awareness was predictive in the multilingual children, while in the monolingual children naming speed was also predictive. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
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