Details
| Titel in Übersetzung | The significance of reading literacy for general knowledge |
|---|---|
| Originalsprache | Deutsch |
| Seiten (von - bis) | 201-212 |
| Seitenumfang | 12 |
| Fachzeitschrift | Psychologie in Erziehung und Unterricht |
| Jahrgang | 53 |
| Ausgabenummer | 3 |
| Publikationsstatus | Veröffentlicht - 27 Juli 2006 |
Abstract
Based on the Hannover Primary School Study, the significance of reading literacy for General Knowledge was established for 485 fourth-grade students, taking the domain of history as an example. Historical knowledge was ascertained as criterion. The data were analyzed using hierarchical linear modelling. Reading literacy predicts substantial amounts of variance of historical knowledge even when controlling for cognitive abilities. Furthermore the proportion of students with an immigrant background proved to be a significant context factor. The results suggest cumulative effects of reading literacy on the development of knowledge for primary-school-level already. Results are discussed in regard to the development of school competencies as well as to the development of a complex historical consciousness.
Schlagwörter
- Development of knowledge, Elementary school, General Knowledge, History, Reading literacy
ASJC Scopus Sachgebiete
- Psychologie (insg.)
- Pädagogische und Entwicklungspsychologie
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in: Psychologie in Erziehung und Unterricht, Jahrgang 53, Nr. 3, 27.07.2006, S. 201-212.
Publikation: Beitrag in Fachzeitschrift › Übersichtsarbeit › Forschung › Peer-Review
}
TY - JOUR
T1 - Die Bedeutung der Lesekompetenz für Sachfächer
AU - Kölbl, Carlos
AU - Tiedemann, Joachim
AU - Billmann-Mahecha, Elfriede
PY - 2006/7/27
Y1 - 2006/7/27
N2 - Based on the Hannover Primary School Study, the significance of reading literacy for General Knowledge was established for 485 fourth-grade students, taking the domain of history as an example. Historical knowledge was ascertained as criterion. The data were analyzed using hierarchical linear modelling. Reading literacy predicts substantial amounts of variance of historical knowledge even when controlling for cognitive abilities. Furthermore the proportion of students with an immigrant background proved to be a significant context factor. The results suggest cumulative effects of reading literacy on the development of knowledge for primary-school-level already. Results are discussed in regard to the development of school competencies as well as to the development of a complex historical consciousness.
AB - Based on the Hannover Primary School Study, the significance of reading literacy for General Knowledge was established for 485 fourth-grade students, taking the domain of history as an example. Historical knowledge was ascertained as criterion. The data were analyzed using hierarchical linear modelling. Reading literacy predicts substantial amounts of variance of historical knowledge even when controlling for cognitive abilities. Furthermore the proportion of students with an immigrant background proved to be a significant context factor. The results suggest cumulative effects of reading literacy on the development of knowledge for primary-school-level already. Results are discussed in regard to the development of school competencies as well as to the development of a complex historical consciousness.
KW - Development of knowledge
KW - Elementary school
KW - General Knowledge
KW - History
KW - Reading literacy
UR - http://www.scopus.com/inward/record.url?scp=33746267284&partnerID=8YFLogxK
M3 - Übersichtsarbeit
AN - SCOPUS:33746267284
VL - 53
SP - 201
EP - 212
JO - Psychologie in Erziehung und Unterricht
JF - Psychologie in Erziehung und Unterricht
SN - 0342-183X
IS - 3
ER -