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Thums Kathrin Artelt Cordula Wolter Ilka 《European Journal of Psychology of Education - EJPE》2021,36(2):339-357
This study aims at exploring gender differences in text-type-specific reading competences via readers’ gender-specific reading preferences. Women were expected to read more often for the sake of entertainment (entertainment preference), whereas men were expected to read more often to gain information (information preference). We further assumed that individuals who read for entertainment would have higher reading competence in fictional literary texts compared with non-fictional informational texts, and vice versa for individuals who read to gain information. The analysis was based on a sample of 830 adults between 19 and 71 years (M = 31.04; SD = 12.53) from a pilot study of the German National Educational Panel Study (NEPS). A structural equation model confirmed that women and men show different reading preferences during leisure time. The preference to read for entertainment was predictive for reading competence in literary texts; however, the preference to read for information had positive effects on reading competence in both informational and literary texts.
相似文献2.
Cordula Artelt Ulrich Schiefele Wolfgang Schneider 《European Journal of Psychology of Education - EJPE》2001,16(3):363-383
Two reading literacy/text comprehension tests with different demands (on-line comprehension vs. memory-based comprehension) were administered to 6,104 15-year-old students from all German states and school types. The combined and specific effects of proximal and distal variables from small-scale psychological research as well as from large-scale educational studies on each text comprehension measure were investigated. Metacognitive knowledge, decoding speed, and the number of books at home (as an indicator for family background) were found to have specific and large effects on on-line comprehension and accounted for 46 percent of the variance with the highest effects for metacognition. Metacognitive knowledge was also highly predictive when the effects of specific prior knowledge and thematic interest on memory-based text comprehension were estimated simultaneously. In addition, students who showed relative strength in building up a coherent representation of specific texts (memory-based text comprehension) were characterised by high amounts of prior knowledge and thematic interest thereby underlining the importance of these student characteristics for learning. 相似文献
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This article describes the approach of dynamic assessment, focusing on general approaches as well as specific constraints for the assessment of reading competence. Starting with an overview of the literature on dynamic assessments within educational research, the framework of dynamic assessment in which the current level of competence and (domain-specific) learning ability are assessed, is discussed with regards to its methodological and diagnostic implications.Reading competence is introduced as a domain in which interventions prove successful, and as a domain principally suitable for the assessment of learning ability. Furthermore, it is discussed whether elaborated feedback given within the procedure of reading competence assessment does uncover a learning ability which is specific to the domain of reading competence or not. 相似文献
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Weissküppel Cordula 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(5-6):600-600
International Review of Education - 相似文献
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Edossa Ashenafi Kassahun Neuenhaus Nora Artelt Cordula Lingel Klaus Schneider Wolfgang 《European Journal of Psychology of Education - EJPE》2019,34(2):397-416
European Journal of Psychology of Education - Knowledge about one’s own cognitive processes is the basis for the monitoring and regulation of learning processes for effective reading... 相似文献
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The present study provides insight into several technical and computer-aided procedures that can be used with deaf students to improve their speech. A visible speech device combined with a training program was developed and evaluated in six German schools for the deaf. The teachers were initially given special instructions about the work with their students in accordance with our technical and training concept. The students were able to build up a knowledge of visible patterns of spoken sounds, syllables, and words. They used this knowledge to recognize speech errors and to improve their pronunciation. Teachers' experiences were mostly positive. As they said, this device made their work much easier. The results show that visible speech can be used effectively; however, it has to be embedded in a training program that systematically builds up phonological knowledge and considers symbolic meanings from signed and written language. 相似文献
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Weissküppel Cordula 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(5-6):599-600
International Review of Education - 相似文献
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Prof. Dr. Reinhold Nickolaus Dipl.-Gwl. Annette Gönnenwein Dipl.-Gwl. Cordula Petsch 《Zeitschrift für Erziehungswissenschaft》2010,13(1):39-58
In this article the results of transfer research, which were acquired in the context of pilot programs, will be presented. The problem of transfer gained special attention in relation to pilot projects during the late 1980s and was one of the major reasons for a change of focus from financing pilot projects to financing pilot programs. However, in research the transfer problem has not as yet gained the attention it deserves. Reliable conclusions on the effects of the great variety of available transfer concepts are rare. The selected results of the transfer program “Transfer 21” that are presented in this article, however, exemplify some positive effects. 相似文献
10.
Marion Händel Kathrin Lockl Jana Heydrich Sabine Weinert Cordula Artelt 《Metacognition and Learning》2014,9(3):333-352
This study investigated whether and, if so, how metacognitive knowledge can be assessed validly in students with special educational needs in a large-scale assessment like the German National Educational Panel Study. In total, 804 sixth-grade students including both regular school students attending the lowest track of secondary education (Hauptschule) and students with special educational needs in learning participated in the study. A scenario-based test of metacognitive knowledge focusing primarily on different aspects of strategy knowledge was implemented. In order to investigate optimal testing conditions, two conditions that varied in terms of administration mode were compared: autonomous reading as in regular test settings and a read-aloud condition. Reading speed and reasoning abilities were assessed as control variables. As expected, regular school students outperformed students with special educational needs in the metacognitive knowledge test. In addition, higher correlations between metacognitive knowledge and reading speed emerged in the autonomous reading condition compared to the read-aloud condition. Contrary to our expectations, a differential boost due to the testing accommodation of reading aloud was, however, only observed in regular students but not in students with special educational needs. The results are discussed with regard to educational and assessment-relevant approaches. 相似文献