Conference:
ECER 2009
Format:
Symposium Paper
Session Information
09 SES 06 A, The Acquisition of Language Competencies of Children (Age 4-15) with Social and Migrational Disparities: Results of Empirical Studies (Part 2)
Symposium The Acquisition of Language Competencies of Children (Age 4-15) with Social and Migrational Disparities: Results of Empirical Studies, continuing from 09 SES 05 A
Time:
2009-09-29
10:30-12:00
Room:
HG, HS 50
Chair:
Sarah Frahm
Discussant:
Michael Pfeifer
Contribution
This contribution presents the outcomes of multilevel analysis in the context of the Progress in International Reading Literacy Study (PIRLS) 2001.
Already after the first measurement of PIRLS it became obvious that Germany is one of the countries with the strongest connection between the pupils’ social background and their reading achievement.
The trend perspective of PIRLS 2001 and PIRLS 2006 shows that the connection between the pupils’ social background and their reading achievement has not changed significantly. Pupils with a low social background still have a deficit in reading achievement of one school year (40 points)!
Thus, the main research question was if there are certain patterns of teaching which contribute to a better acquirement of reading achievement of primary pupils with a low social background.
As a result of the analyses certain patterns of teaching could be identified that contribute to a better reading achievement of pupils with low social background.
Method
Expected Outcomes
References
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