Effects of a Whole-Class Reading Program Designed for Different Reading Levels and the Learning Needs of L1 and L2 Children

Autor/inn/en	Seifert, Susanne; Schwab, Susanne; Gasteiger-Klicpera, Barbara
Titel	Effects of a Whole-Class Reading Program Designed for Different Reading Levels and the Learning Needs of L1 and L2 Children
Quelle	In: Reading & Writing Quarterly, 32 (2016) 6, S.499-526 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2015.1029176
Schlagwörter	Reading Programs; Second Language Learning; German; Reading Comprehension; Expressive Language; Reading Instruction; Native Language; Language Skills; Conventional Instruction; Vocabulary Development; Pretests Posttests; Program Evaluation; Quasiexperimental Design; Nonparametric Statistics; Statistical Analysis; Program Descriptions; Reading Tests; Grammar; Intelligence Quotient; Foreign Countries; Receptive Language; Second Language Instruction; Comparative Analysis; Elementary School Students; Interviews; Culture Fair Tests; Intelligence Tests; Language Tests; Psycholinguistics; Multivariate Analysis; Austria; Illinois Test of Psycholinguistic Abilities; Cattell Culture Fair Intelligence Test + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Deutscher; Leseverstehen; Leseunterricht; Language skill; Sprachkompetenz; Wortschatzarbeit; Programme evaluation; Programmevaluation; Statistische Analyse; Lesetest; Grammatik; Intelligenzquotient; Ausland; Rezeptive Kommunikationsfähigkeit; Fremdsprachenunterricht; Interviewing; Interviewtechnik; Intelligence test; Intelligenztest; Language test; Sprachtest; Psycholinguistik; Multivariate Analyse; Österreich
Abstract	This article aims to evaluate the whole-class reading program Language And Reading Skills (LARS) and its effects on the decoding, reading comprehension, and language abilities of 1st-language (L1) and 2nd-language (L2) German 2nd graders. The program consisted of teacher training and differentiated reading materials adapted to the needs of both L1 and L2 learners. The materials targeted 4 different reading levels. For the evaluation, we used a pre-/posttest design with a comparison group. We assessed the decoding, reading comprehension, and language abilities of all students (n = 377) before and after the implementation of the program. A total of 159 students received reading instruction twice a week with the LARS program during regular school hours for a period of 7 months. Another 218 students received conventional reading instruction without special materials (e.g., no differentiated materials) provided by the research team. The results indicate that the program significantly improved the development of reading comprehension and expressive vocabulary (trained words). (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01