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Effects of reading and spelling predictors before and after school entry. Evidence from a German […]
Schmitterer, Alexandra M. A.; Schroeder, Sascha
Journal Article
| In: Learning and Instruction | 2019
38719 Endnote
Author(s):
Schmitterer, Alexandra M. A.; Schroeder, Sascha
Title:
Effects of reading and spelling predictors before and after school entry. Evidence from a German longitudinal study
In:
Learning and Instruction, 59 (2019) , S. 46-53
DOI:
10.1016/j.learninstruc.2018.09.005
URN:
urn:nbn:de:0111-pedocs-193853
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-193853
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Prädiktor; Lesenlernen; Buchstabieren; Lesefertigkeit; Phonologie; Bewusstheit; Schulanfang; Schulanfänger; Alphabetisierung; Beginn; Längsschnittuntersuchung; Deutschland
Abstract (english):
Previous studies indicate that the effectiveness of reading and spelling predictors in transparent orthographies is affected by the onset of literacy training at school entry. In this longitudinal study with 65 German speaking children, the effects of literacy predictors on reading and spelling abilities were compared before and after school entry. Phonological awareness, letter sound knowledge, and rapid naming were assessed before and after school entry. In addition, reading and spelling abilities were assessed at the end of first grade. Path model analyses showed that letter sound knowledge before school entry predicted reading and spelling at the end of first grade, while rapid naming after school entry predicted reading but not spelling abilities. This study shows that the onset of schooling influences the predictability of early literacy predictors and indicates that with the onset of formal literacy education, predictors representing automaticity in serial processing increase in sig- nificance for reading abilities.
DIPF-Departments:
Bildung und Entwicklung
Beyond reality - extending a presentation trainer with an immersive VR module
Schneider, Jan; Romano, Gianluca; Drachsler, Hendrik
Journal Article
| In: Sensors | 2019
39390 Endnote
Author(s):
Schneider, Jan; Romano, Gianluca; Drachsler, Hendrik
Title:
Beyond reality - extending a presentation trainer with an immersive VR module
In:
Sensors, 19 (2019) 16, S. 3457
DOI:
10.3390/s19163457
URN:
urn:nbn:de:0111-pedocs-188758
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-188758
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Computerunterstütztes Lernen; Vortrag; Präsentation; Fertigkeit; Training; Lernprozess; Lernumgebung; Feedback; Virtuelle Realität; Tool; Evaluation; Test; Fragebogen
Abstract (english):
The development of multimodal sensor-based applications designed to support learners with the improvement of their skills is expensive since most of these applications are tailor-made and built from scratch. In this paper, we show how the Presentation Trainer (PT), a multimodal sensor-based application designed to support the development of public speaking skills, can be modularly extended with a Virtual Reality real-time feedback module (VR module), which makes usage of the PT more immersive and comprehensive. The described study consists of a formative evaluation and has two main objectives. Firstly, a technical objective is concerned with the feasibility of extending the PT with an immersive VR Module. Secondly, a user experience objective focuses on the level of satisfaction of interacting with the VR extended PT. To study these objectives, we conducted user tests with 20 participants. Results from our test show the feasibility of modularly extending existing multimodal sensor-based applications, and in terms of learning and user experience, results indicate a positive attitude of the participants towards using the application (PT+VR module). (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
Improving tagging literacy to enhance metadata and retrieval for open educational resources
Keck, Helena; Heck, Tamara
Book Chapter
| Aus: DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation (Hrsg.): Proceedings of Conference on Learning Information Literacy across the Globe, Frankfurt am Main, Germany, 10th of May 2019 | Frankfurt am Main: DIPF | Leibniz‐Institut für Bildungsforschung und Bildungsinformation | 2019
39249 Endnote
Author(s):
Keck, Helena; Heck, Tamara
Title:
Improving tagging literacy to enhance metadata and retrieval for open educational resources
In:
DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation (Hrsg.): Proceedings of Conference on Learning Information Literacy across the Globe, Frankfurt am Main, Germany, 10th of May 2019, Frankfurt am Main: DIPF | Leibniz‐Institut für Bildungsforschung und Bildungsinformation, 2019 , S. 10
URN:
urn:nbn:de:0111-dipfdocs-177637
URL:
http://www.dipfdocs.de/volltexte/2019/17763/pdf/Heck_2019_Keck_Tagging_Literacy_OER_A.pdf
Publication Type:
4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Language:
Englisch
Keywords:
Open Educational Resources; Digitale Medien; Metadaten; Information Retrieval; Social Tagging; Fertigkeit; Nutzerverhalten; Analyse
Abstract:
The growing amount of open educational resources and the diversity on learning and teaching makes social tagging attractive for the educational field. Social tagging services become valuable in contexts where users can support the enrichment, sharing and management of relevant resources. Potential benefits are the enrichment of imcomplete metadata, which is crucial to offer effective retrieval services. However, user tagging skills need to be fostered if users shall effectively contribute to the idea of collaboratively sharing and creating educational resources. Our results show that users apply specific tags for their learning and teaching resources that we tried to assign to additional tag categories. Based on our results, we suggest improving such services with a more user-centric approach that supports the development of user competencies on social tagging. We will contribute to a better understanding of user tagging behaviour in services focusing on educational resources. On the one hand, this will help us to improve current services. On the other hand, we are able to build services that foster tagging literacy. This will be beneficial for users, which will be able to better manage their digital resources, and for infrastructure providers, which can apply user-generated data to improve their services. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
Sprachförderung für Schülerinnen und Schüler mit Deutsch als Zweitsprache. Mythen und Fakten
Geyer, Sabrina; Voet Cornelli, Barbara; Lemmer, Rabea; Müller, Anja; Schulz, Petra
Book Chapter
| Aus: Ziehm, Jeanette; Voet Cornelli, Barbara; Menzel, Birgit; Goßmann, Martina (Hrsg.): Schule migrationssensibel gestalten: Impulse für die Praxis | Weinheim: Beltz | 2019
38980 Endnote
Author(s):
Geyer, Sabrina; Voet Cornelli, Barbara; Lemmer, Rabea; Müller, Anja; Schulz, Petra
Title:
Sprachförderung für Schülerinnen und Schüler mit Deutsch als Zweitsprache. Mythen und Fakten
In:
Ziehm, Jeanette; Voet Cornelli, Barbara; Menzel, Birgit; Goßmann, Martina (Hrsg.): Schule migrationssensibel gestalten: Impulse für die Praxis, Weinheim: Beltz, 2019 (Pädagogik), S. 11-30
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Schüler; Deutsch als Zweitsprache; Sprachförderung; Vorstellung <Psy>; Sprachfertigkeit; Bewertung; Sprachkompetenz; Förderung; Spracherwerb; Sprachentwicklung; Sprachgebrauch; Forschung; Sprachwissenschaft; Linguistik
Abstract:
[In diesem Beitrag werden] Mythen und Fakten rund um die Sprachförderung von Schüler/innen mit Deutsch als Zweitsprache [erläutert]. Dabei werden in der Praxis verbreitete Annahmen zur Sprachförderung aufgegriffen und wissenschaftlichen Befunden aus der Spracherwerbsforschung gegenübergestellt. Der Beitrag schließt mit Empfehlungen für eine wirksame Sprachförderung für Schüler/innen mit Deutsch als Zweitsprache. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Was ist Informationskompetenz? Wie soll man Informationskompetenz vermitteln? Welches sind die […]
Jäger-Dengler-Harles, Ingeborg
Working Papers
| 2019
39607 Endnote
Author(s):
Jäger-Dengler-Harles, Ingeborg
Title:
Was ist Informationskompetenz? Wie soll man Informationskompetenz vermitteln? Welches sind die zentralen Entwicklungen im Bereich der Informationskompetenz? [Positionspapier]
Published:
Hildesheim: Stiftung Universität Hildesheim, 2019 (Cetta, Daphné; Griesbaum, Joachim; Mandl, Thomas; Montanari, Elke (Hrsg.): Positionspapiere Informationskompetenz und Informationskompetenzvermittlung: Aktueller Stand und Perspektiven; Zukunftsdiskurse Informationskompetenz und Demokratie (IDE): Bürger, Suchverfahren und Analyse-Algorithmen in der politischen Meinungsbildung)
URL:
http://informationskompetenz.blog.uni-hildesheim.de/files/2019/10/Projekt_Informationskompetenz_und_DemokratieKompilation_aller_Positionspapiere.pdf#page=27
Publication Type:
5. Arbeits- und Diskussionspapiere; Stellungnahme/Positionspapier
Language:
Deutsch
Keywords:
Informationskompetenz; Kompetenz; Fähigkeit; Fertigkeit; Wissen; Vermittlung; Stellungnahme; Projekt
DIPF-Departments:
Informationszentrum Bildung
Indonesian adolescents' EFL reading comprehension. Gender differences and the influence of parental […]
Aditomo, Anindito; Hasugian, Eko Jatmiko
Journal Article
| In: Indonesian Journal of Applied Linguistics | 2018
39454 Endnote
Author(s):
Aditomo, Anindito; Hasugian, Eko Jatmiko
Title:
Indonesian adolescents' EFL reading comprehension. Gender differences and the influence of parental background
In:
Indonesian Journal of Applied Linguistics, 8 (2018) 2, S. 325-335
DOI:
10.17509/ijal.v8i2.13279
URL:
http://ejournal.upi.edu/index.php/IJAL/article/view/13279
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Englisch; Fremdsprache; Leseverstehen; Lesefertigkeit; Einflussfaktor; Sozioökonomische Lage; Eltern; Mutter; Bildungsniveau; Geschlechtsspezifischer Unterschied; Sekundarstufe I; Lesetest; Empirische Untersuchung; Indonesien
Abstract:
This article presents findings on gender differences and the influence of family background on students' EFL reading comprehension in Indonesia. A total of 265 students (48.3% female, average age 13.6 years) from grades 7 to 8 in four schools anonymously completed an EFL reading comprehension test. In contrast to prior findings showing girls' advantage of first language literacy, this study found no gender differences in EFL reading comprehension. In line with prior studies on the effect of socioeconomic status on student achievements, parents' level of education influenced students' EFL reading comprehension. For boys, the effect of mother's education occurred through the provision of literacy resources. For girls, by contrast, the effect occurred through mother's involvement in their daughters' reading activities, which in turn encouraged reading engagement and comprehension. These findings underscore the importance of gender-appropriate strategies to facilitate adolescents' EFL reading engagement and comprehension. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
The impact of ignoring the partially compensatory relation between ability dimensions on […]
Buchholz, Janine; Hartig, Johannes
Journal Article
| In: Psychological Test and Assessment Modeling | 2018
38692 Endnote
Author(s):
Buchholz, Janine; Hartig, Johannes
Title:
The impact of ignoring the partially compensatory relation between ability dimensions on norm-referenced test scores
In:
Psychological Test and Assessment Modeling, 60 (2018) 3, S. 369-385
URL:
https://www.psychologie-aktuell.com/fileadmin/Redaktion/Journale/ptam_3-2018_369-385.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Schülerleistung; Leistungsmessung; Test; Interpretation; Item-Response-Theory; Modell; Methode; Validität; Mathematische Kompetenz; Sprachfertigkeit; Simulation; Empirische Untersuchung
Abstract (english):
The IRT models most commonly employed to estimate within-item multidimensionality are compensatory and suggest that some dimensions (e.g., traits or abilities) can make up for a lack in others. However, many assessment frameworks in educational large-scale assessments suggest partially compensatory relations among dimensions. In two Monte-Carlo simulation studies we varied the loading pattern, the latent correlation between dimensions and the ability distribution to evaluate the impact on test scores when a compensatory model is incorrectly applied onto partially compensatory data. Findings imply only negligible effects when true abilities are bivariate normal. Assuming a uniform distribution, however, analyses of differences in test scores demonstrated systematic effects for specific patterns of true ability: High abilities are largely underestimated when the other ability required to solve some of the items was low. These findings highlight the necessity of applying the partially compensatory model under data conditions likely to occur in educational large-scale assessments. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Gender differences in reading achievement and enjoyment of reading. The role of perceived teaching […]
Hochweber, Jan; Vieluf, Svenja
Journal Article
| In: Journal of Educational Research | 2018
36779 Endnote
Author(s):
Hochweber, Jan; Vieluf, Svenja
Title:
Gender differences in reading achievement and enjoyment of reading. The role of perceived teaching quality
In:
Journal of Educational Research, 111 (2018) 3, S. 268-283
DOI:
10.1080/00220671.2016.1253536
URN:
urn:nbn:de:0111-pedocs-170406
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-170406
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Datenanlyse; Deutschland; Freude; Geschlechtsspezifischer Unterschied; Lesefertigkeit; Lesen; Mehrebenenanalyse; Motivation; Qualität; Schüler; Schuljahr 09; Sekundäranalyse; Sekundarstufe I; Unterricht; Wahrnehmung
Abstract (english):
The authors examined the extent to which classroom-specific relationships between students' gender and their reading achievement and enjoyment of reading are associated with student-perceived teaching quality. Based on a sample of 10,543 ninth-grade students from 427 classrooms, multilevel analyses revealed that effective classroom management, adequate pacing, and a strong focus on language competencies were related to a less pronounced increase of girls' advantage in reading achievement during Grade 9. High levels of teacher support and focus on language competencies were related to smaller gender differences in enjoyment of reading at the beginning of Grade 9, though not associated with change of these differences over the school year. Our findings suggest that high teaching quality is not only related to higher reading achievement and reading enjoyment in classrooms as a whole, but may also help to mitigate the increase of gender gaps in reading achievement and motivation commonly observed in secondary school. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Leseentwicklung in der Kindheit. Einflussfaktoren und Fördermöglichkeiten
Nagler, Telse; Lindberg, Sven; Hasselhorn, Marcus
Journal Article
| In: Kindheit und Entwicklung | 2018
37997 Endnote
Author(s):
Nagler, Telse; Lindberg, Sven; Hasselhorn, Marcus
Title:
Leseentwicklung in der Kindheit. Einflussfaktoren und Fördermöglichkeiten
In:
Kindheit und Entwicklung, 27 (2018) 1, S. 5-13
DOI:
10.1026/0942-5403/a000240
URN:
urn:nbn:de:0111-dipfdocs-203069
URL:
http://www.dipfdocs.de/volltexte/2020/20306/pdf/KuE_2018_1_Nagler_Lindberg_Hasselhorn_Leseentwicklung_in_der_Kindheit_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Deutsch
Keywords:
Lesenlernen; Lesen; Entwicklung; Kognitive Prozesse; Lesefertigkeit; Einflussfaktor; Familie; Sozioökonomische Lage; Lernumgebung; Unterricht; Qualität; Lehrer; Klassengröße; Stadt; Lärm; Prävention; Intervention; Förderung; Programm; Übersicht; Literaturbericht
Abstract:
Der Leseerwerb ist ein hoch komplexer Prozess, der durch eine Vielzahl von Faktoren beeinflusst werden kann. Be- stimmte kognitive (internale) Fertigkeiten und Funktionen konnten bereits als individuelle Voraussetzungen zur effektiven (schrift)sprach- lichen Informationsverarbeitung identifiziert werden. In dieser narrativen Überblicksarbeit wird der Einfluss von weiteren (externalen) Ein- flussfaktoren anhand von Informationen aus Übersichtsarbeiten und Meta-Analysen dargestellt. Dabei werden ausgewählte Faktoren (z. B. sozioökonomischer Status, häusliche Lernumgebung, Schule, urbaner Lärm) hervorgehoben. Weiterhin werden erfolgversprechende Absätze zur Prävention und Intervention skizziert. Es werden Präventionsprogramme beschrieben, die sich auf die individuelle Förderung von train- ierbaren kognitiven Voraussetzungen fokussieren. Ebenfalls werden störungsspezifische und allgemeinwirksame Interventionsprogramme dargestellt, die für eine langfristige Leseförderung eingesetzt werden können. (DIPF/Orig.)
Abstract (english):
The highly complex process of reading relies on a variety of factors that influence reading development. Initially, reading acquisition requires the understanding of the relationship between letters (graphemes) and sounds (phonemes). If grapheme-phoneme correspondences are successfully established, the process of reading can be accelerated and automatized. The manifestation of phonological awareness is thereby considered to be the central cognitive component for successful reading acquisition and the best predictor of later reading performance. Furthermore, other cognitive skills, such as processing speed, phonological working memory, visual and auditory processing, as well as orthographic knowledge are assumed to also substantially affect reading development. Besides these (internal) cognitive preconditions, other (external) factors are additionally influential for the successful - or problematic - acquisition of reading expertise. The goal of this narrative summary is to give an overview of relevant meta-analytic results and insights from recent reviews considering the identification of significant family- and environment-based variables as well as information about effective German prevention and intervention approaches on the individual level. Relating to the influence of family conditions, the socioeconomic status and the home learning environment are outlined to be of specific relevance. More precisely, low socioeconomic status and an uninspiring learning environment have been associated with poor reading achievement. Further influential environment-based factors are related to the school setting and noise exposure. For example, the quality of instruction, the teacher's competency, as well as the pupil-teacher interaction are closely related to learning and reading success. Further, chronic exposure to urban noise reportedly results in lower reading performance for children, as their cognitive skills are generally still in the process of automatization and more prone to disturbances. To prevent school and reading failure, meta-analytic results suggest early fostering of (internal) cognitive skills, especially if the external preconditions are detrimental. A number of prevention programs have therefore focused on improving the central reading-related cognitive components (i. e., phonological awareness). Furthermore, reviews recommend engaging in intervention programs, which focus on symptom- related problems (e. g., reading training at phoneme or syllable level) to reduce any existing reading deficiencies. Fostering general reading competence (e. g., grapheme-phoneme correspondences) is emphasized to support children at risk as well as normal achievers. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Do you want to be a superhero? Boosting emotional states with the booth
Schneider, Jan; Boerner, Dirk; van Rosmalen, Peter; Specht, Marcus
Journal Article
| In: Journal of Universal Computer Science | 2018
38546 Endnote
Author(s):
Schneider, Jan; Boerner, Dirk; van Rosmalen, Peter; Specht, Marcus
Title:
Do you want to be a superhero? Boosting emotional states with the booth
In:
Journal of Universal Computer Science, 24 (2018) 2, S. 85-107
URN:
urn:nbn:de:0111-dipfdocs-167931
URL:
http://www.dipfdocs.de/volltexte/2019/16793/pdf/Schneider_2018_super_hero_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Emotionaler Zustand; Beeinflussung; Emotion; Belastung; Computerunterstütztes Lernen; Kommunikation; Fertigkeit; Vortrag; Vorbereitung; Tool; Evaluation; Fragebogen
Abstract (english):
Educational practitioners have stressed the relevance of providing learners with a set of 21th century skills that will allow them to face current life challenges. Among others this includes communication and social skills such as public speaking, argumentation, negotiation, etc. Besides the acquisition of knowledge and techniques, these skills have the special characteristic that their performance is usually conducted under emotionally charged and stressful situations. Recent advances in technology have allowed the creation of digital applications to support learners with the development of techniques for this type of skills. However, supporting learners on the preparation of a mindset that allows them to perform well under emotionally charged circumstances is an area that technology enhanced learning has practically overlooked. To examine this gap, we developed the Booth, an application designed to get learners into a powerful and resourceful emotional state. In this article we present a two-step user study. Results of the first evaluation show that the use of the Booth induced a positive emotional state on users. Results from the second step suggest that using the Booth helps learners to emotionally prepare for public speaking. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
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