Measuring receptive grammar in kindergarten and elementary school children in the German National Educational Panel Study.

Autor/inn/en	Lorenz, Christian; Berendes, Karin; Weinert, Sabine
Institution	Leibniz-Institut für Bildungsverläufe
Titel	Measuring receptive grammar in kindergarten and elementary school children in the German National Educational Panel Study.
Quelle	Bamberg: LIfBi Leibniz-Institut für Bildungsverläufe (2017), 19 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	NEPS Survey paper. 24
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Monographie; Graue Literatur
Schlagwörter	Kohortenanalyse; Rezeptive Fertigkeit; Kindergarten; Schuljahr 01; Grundschule; Deutsch; Grammatikalische Kompetenz; Hörverstehensübung; Sprachkompetenz; Hörverständnis; NEPS (National Educational Panel Study)
Abstract	Listening comprehension, the ability to understand the meaning of words, sentences and texts, is an important skill for participation in educational processes and a significant predictor of learning outcomes. Therefore, listening comprehension is measured in different starting cohorts within the German National Educational Panel Study (NEPS). In the NEPS Starting Cohort 2, the kindergarten cohort, listening comprehension in the majority language (German) is measured on the word (receptive vocabulary) and sentence level (receptive grammar).This paper presents an overview of the measurement of receptive grammar, i.e. the comprehension of sentences and words with varying grammatical characteristics. In Starting Cohort 2, receptive grammar skills were assessed at two measurement points, namely in the penultimate year of kindergarten, when children were 4 to 5 years old, and the first year of elementary school, when children were 6 to 7 years old. The paper reports the test procedures and describes common factors as well as differences between the two assessments. Furthermore, the detailed test administration processes are described and descriptive results are succinctly presented (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/2