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Showing 1 to 15 of 29 results Save | Export
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Ludewig, Ulrich; Schwerter, Jakob; McElvany, Nele – Journal of Psychoeducational Assessment, 2023
A better understanding of how distractor features influence the plausibility of distractors is essential for an efficient multiple-choice (MC) item construction in educational assessment. The plausibility of distractors has a major influence on the psychometric characteristics of MC items. Our analysis utilizes the nominal categories model to…
Descriptors: Vocabulary, Language Tests, German, Grade 4
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Ludewig, Ulrich; Hübner, Nicolas; Schroeder, Sascha – Reading and Writing: An Interdisciplinary Journal, 2023
Vocabulary knowledge is one of the most important elements of reading comprehension. Text coverage is the proportion of known words in a given text. We hypothesize that text comprehension increases exponentially with text coverage due to network effects and activation of prior knowledge. In addition, the lexical threshold hypothesis states that…
Descriptors: Vocabulary Development, Word Frequency, Reading Comprehension, Correlation
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Annette Lohbeck – Intercultural Education, 2024
By focusing on 179 elementary school children, the present cross-sectional questionnaire study aimed to examine gender and immigrant-native differences in competence and affect self-concepts as well as academic achievement and the relations of those two self-concept components to academic achievement in the domains of mathematics and German.…
Descriptors: Elementary School Students, Gender Differences, Self Concept, Mathematics Achievement
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Anne Barwasser; Kerstin Nobel; Matthias Grünke – Insights into Learning Disabilities, 2024
The increasing number of students who lack proficient reading skills is well known in Germany, as well as globally. Students with learning disabilities (LD), problem behavior, and German as a second language (L2) may face even greater hurdles. However, it is essential for teachers to provide adequate support to maintain equal educational…
Descriptors: Foreign Countries, Reading Skills, Students with Disabilities, Learning Disabilities
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Anne Barwasser; Karolina Urton; Turid Knaak; Matthias Grünke – Language Teaching Research, 2024
The increasing number of students with German as a second language (GL2) poses a great challenge for schools. Previous studies showed that especially young learners with a migration background are lagging behind in the acquisition of second language (L2) literacy. Experiencing problem behaviors (PB) in addition, might pose even greater challenges.…
Descriptors: Foreign Countries, Elementary School Students, Grade 3, Grade 4
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Bergold, Sebastian; Weidinger, Anne F.; Steinmayr, Ricarda – Journal of Educational Psychology, 2022
Teacher judgments impact on students' academic development, yet studies have revealed only modest judgment accuracy. Identifying biases hampering judgment accuracy is crucial. The present study scrutinized one such bias, namely reference group effects on teacher judgments (i.e., systematic relations between class-average ability and teacher…
Descriptors: Bias, Teacher Attitudes, Reading Comprehension, Mathematics
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Schönpflug, Ute; Küpping-Faturikova, Lenka – International Journal of Bilingual Education and Bilingualism, 2020
The main objective of this study was to investigate 9-10-year-old children's comprehension processes during listening to and free recall of a story. A cross-linguistic design comprised texts in L1 German and recall in L2 English and vice versa. Corresponding mono-linguistic control conditions in either L1 or L2 allowed to examine the extent to…
Descriptors: Bilingualism, Recall (Psychology), Comprehension, German
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Casale, Gino; Volpe, Robert J.; Briesch, Amy M.; Hennemann, Thomas; Grosche, Michael – Assessment for Effective Intervention, 2021
Direct Behavior Rating (DBR) has been proposed as a promising approach to assess student behavioral progress in classroom settings. The current study examines raters and occasions as well as their interactions as sources of error in the use of DBR--Multi-Item Scales (DBR-MIS) and DBR--Single-Item Scales (DBR-SIS) for academically engaged (AE) and…
Descriptors: Behavior Rating Scales, Student Behavior, Elementary School Students, Elementary School Teachers
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Barwasser, Anne; Hertel, Sophia; Grünke, Matthias – Learning Disabilities: A Contemporary Journal, 2021
The ability to read adequately is one of the most important skills for students to achieve during their school career. Unfortunately, a large number of children do not have adequate reading skills and thus may face problems in many respects throughout their lives. Children with learning disabilities (LD) and behavioral problems are particularly…
Descriptors: Foreign Countries, Student Behavior, Behavior Problems, Learning Disabilities
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Lintorf, Katrin; van Ophuysen, Stefanie; Osipov, Igor – Education Sciences, 2021
The importance of different criteria for tracking recommendations is usually inferred using regression weights as a cross-student measure. The few studies that have applied alternative approaches or differentiated between student groups sometimes reach different conclusions. According to research on judgment and decision making (JDM), different…
Descriptors: Elementary School Teachers, Track System (Education), Decision Making, Grade 4
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Hopp, Holger; Kieseier, Teresa; Jakisch, Jenny; Sturm, Sarah; Thoma, Dieter – Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 2021
This paper reports findings of a project on pedagogical translanguaging (PTL) among 128 fourth-grade students learning English as a foreign language (EFL) in German primary schools. Over a period of six months, 20% of lesson time in EFL classes was devoted to multilingualism involving students' minority languages. In a control group pre-post-test…
Descriptors: Code Switching (Language), Language Minorities, Second Language Learning, Second Language Instruction
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Volodina, Anna; Weinert, Sabine; Mursin, Katharina – Developmental Psychology, 2020
Academic language has been shown to significantly contribute to success across school subjects. However, to date, there are no empirical studies addressing its development across primary school age. The present study investigated the growth of academic vocabulary and influential conditions from Grades 2 to 4 based on a newly developed and…
Descriptors: Foreign Countries, Language Minorities, Academic Language, Vocabulary Development
Kersten, Kristin; Schelletter, Christina; Bruhn, Ann-Christin; Ponto, Katharina – Online Submission, 2021
Input is considered one of the most important factors in the acquisition of lexical and grammatical skills. Input has been found to interact with other factors, such as learner cognitive skills and the circumstances where language is heard. Language learning itself has sometimes been found to enhance cognitive skills. Indeed, intensive contact…
Descriptors: Grammar, Linguistic Input, Second Language Learning, Second Language Instruction
Lafontaine, Dominique; Dupont, Virginie; Schillings, Patricia – International Association for the Evaluation of Educational Achievement, 2018
PIRLS 2016 data from eight education systems were used to examine how teachers from three different language groups differed in their teaching of reading literacy. Teaching reading practices differed substantially between the three linguistic/cultural groups. In English-speaking systems, effective practices for establishing reading literacy seem…
Descriptors: Reading Instruction, Literacy, Teaching Methods, Cultural Differences
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Gangl, Melanie; Moll, Kristina; Jones, Manon W.; Banfi, Chiara; Schulte-Körne, Gerd; Landerl, Karin – Scientific Studies of Reading, 2018
Dyslexia in consistent orthographies like German is characterized by dysfluent reading, which is often assumed to result from failure to build up an orthographic lexicon and overreliance on decoding. However, earlier evidence indicates effects of lexical processing at least in some German dyslexic readers. We investigated variations in reading…
Descriptors: Dyslexia, German, Grade 3, Grade 4
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