Mehrsprachigkeit und sprachlich-literale Kompetenz – Diagnostik, Selbstbewertung und sprachliche Förderung von Kindern und Jugendlichen aus Migrationsfamilien

Leitung: Charlotte Röhner, (Deutschland)

I. Marianne Wiedenmann

Kompetenzorientierte Diagnostik der Sprachleistungen von Kindern aus Migrationshintergrund

II. Andres Oliva

Visuelle Worterkennung von türkisch-deutschsprachigen Grundschulkindern

III: Charlotte Röhner & Michaela Hopf

Sprachförderung von Migrantenkindern im Kontext naturwissenschaftlich-technischen Lernens-Erste Ergebnisse eines pädagogischen Interventionskonzeptes im Elementar- und Primarbereich

- Coffee break -

IV. Inci Dirim

Mehrsprachiges und dialogisches Bilderbuchlesen

V: Petra Wagner

„Mein Name ist nicht komisch, er bedeutet Geschenk!“ – Kita-Kinder entdecken sprachliche Vielfalt im Kontext voruteilsbewusster Bildung und Erziehung.

Hornberg, Sabine; Bos, Wilfried; Buddeberg, Irmela (Germany): Design, Aims and Results of PIRLS 2001

Blatt, Inge; Voss, Andreas; Kowalski, Kerstin (Germany): Spelling Competences of Fourth Grade Students

Chair: Garbe, Christine (Germany)

Part I, 9.30 – 10.30

• Linnakylä, Pirjo (Finland)
  Nordic View on Gender Differences in Reading Performance and Engagement in Reading Activities
  With a view to revealing and, finally, to reducing the gender gap in reading literacy performance, we conducted some further analyses on the PISA data to examine the gender differences in reading literacy performance in all Nordic countries. In particular, we investigated, which are the most influential engagement factors associated with gender differences in reading literacy performance, and to what extent the gender differences in reading performance decrease, when the engagement factors are controlled for. Finding out the factors that would most strongly reduce the gender gap can help us in pedagogical development so as to promote equal opportunities to learn for both genders. How far such a pedagogy can be developed in Nordic or international co-operation is an interesting challenge.
  
  
• Philipp, Maik (Germany)
  Gender Differences in Peer’s Influence on Reading Socialisation
  It is a common fact of the autobiographical reading research that in the puberty during the so-called “reading crisis” particularly friends and cliques give fundamental impulses – either positive or negative ones. Becoming a reader after the crisis or breaking away the reading career? Contemporary reading research has to consider peers for an answer to this question. Since results of a wide range of studies in other social sciences show substantial gender-differences in peer groups and friendships German reading research urgently has to begin to fill this gap. My paper presents not only the state of research but also the results of the first data collection of a longitudinal study, which examines peers’ influence on reading socialisation and starts with pupils from the 5th grade.
  
  
• Christy, Carol (USA)
  Does the gender of testers influence oral reading assessment?
  Previous research has looked at the accuracy of adults assessing children’s oral reading. This research has indicated that with high stakes assessment of oral reading, the individuals doing the assessing miss about half of what the reader actually does. One explanation of this phenomenon is that the reading assessor is trying to do multiple tasks simultaneously; read the text, listen to the reader, evaluate whether the reader miscued, mark the spot of the miscue, and catch back up to the reader as quickly as possible.
  Research into gender-based listening differences has indicated that in a situation where the listener is trying to listen to two texts simultaneously, females were more successful at switching between the two texts to gain an overview of both and males were more successful at focusing on only one of the texts and gaining more detail. This would seem to indicate that the rapid shifting between tasks required in oral reading assessment would be more difficult for many males than for females. As high-stakes testing using oral reading proliferates, this question could have an impact on perceived student performance. This paper will report on a pilot study currently taking place that examines the accuracy with which males and females score the same reading samples. A male and female reader on video will read two passages each. Subjects are marking the location of additions, deletions and substitutions with a common mark. Gender of both the assessor and the reader will be examined.

Part II, 11.00 – 12.30

• Lashaway-Bokina, Nancy (USA)
  Controversial Pathways: Current Research on Gender Specific Literature Classes
  Pilot programs in single-sex schools, or in single-sex literacy, math, and science classrooms that take place in coeducational schools, have been springing up throughout the United States since a comprehensive American Association of University Women (AAUW) report in 1992 indicated that women benefited from gender specific classes. This report encouraged school districts to consider offering single gender math and science classes. Recent studies have focused on the literary skills/scores of males on standardized tests and determined that males may benefit from gender specific literacy classes. This presentation will address the issue of single-gender classrooms.
  
• Böck, Margit (Austria)
  Gender and Literacy: Modes and Media. A new approach for developing boys’ and girls’ motivation to read and write
  This paper uses two strands of research: 1) the investigation into reading habits, motivation and socialisation in the new media landscape. The goal was finding ways to enhance reading motivation and habits in the kindergarten, in and out of school. 2) The concept of “pedagogy for inclusion”, developed in research with groups characterised as “information have-nots”, formed the backdrop. The aim was to describe how people obtain and use information for their everyday needs, in order to help such groups integrate (the potentials of) contemporary media and communication into their lives. Contemporary processes of social exclusion and the role of communicative competences were a focus in both strands.
  The centre of the framework I want to introduce is the site of intervention (e.g. reading in school / out of school), linked to people whose reading motivation is to be increased and the reading materials involved. The framework integrates work of “New Literacies Studies” with the social-semiotic concept of multimodality to address questions of identity and life-worlds.
  In applications I focus on gender and reading and writing. My central question is: What can teachers / the school do to support girls and boys in reading and writing? How can they mediate between in-school and out-of-school reading- and writing practices? The focus is on differential preferences of girls and boys in respect both to modes and media. The adoption of a “pedagogy for inclusion” means that girls and boys, their experiences with and valuations of modes and media, are in the centre of interventions.
  
• Garbe, Christine (Germany)
  Gender-Differences in Reading Behaviour and Reading Literacy: Facts, Theories, Concepts in Germany
  My paper shall present results of empirical research from the German speaking countries on the following aspects: Reading quantities, modalities, preferences, motivation / involvement and competencies. Then I will discuss different theories about the phenomenon of gender differences in reading habits: biological, psychological and sociological approaches as well as cultural, literacy and media studies. Finally I would point out the open questions related to contemporary concepts of gender-specific reading promotion.

Final Discussion

Preschool Literacy-Early Literacy
Chair: Haikarainen, Leena (Finland)

• Tafa, Eufimia (Greece)
  Reading and Writing in the Preschool Curricula of the European Union
  
• Griffith, Priscilla (USA)
  Scaffolding Reading and Writing in Early Literacy Classrooms

Reading Competence, Motivation and Behaviour
Chair: Angelova, Tatyana (Bulgaria)

• Kalnina, Sandra; Kalve, Aija (Latvia)
  Challenges of Promoting Reading Motivation of 1st year University students
  
• Nir, Raphael (Israel)
  Polysemy and Reading Difficulties

• Strong, Mary (USA)
  Developing Fluency and Sight Word Vocabulary with Primary School Students Using the Language Experience Approach (LEA)

Gupta, Abha has cancelled his presentation

• Gupta, Abha (USA)
  Teacher Training in Content Area Reading Strategies with Emphasis on Science Education

Dominique Lafontaine has cancelled her registration and will not appear on the programme.

• LaFontaine, Dominique; Monseur, Christian (Belgium)
  Interaction between Gender, Question Format and Reading Process in Large Scale Reading Literacy Assessments