Der Einfluss kognitiver Basisfertigkeiten auf die Änderung der in PISA gemessenen Lesekompetenz
The impact of cognitive basic skills on the development of reading comprehension measured in PISA
Journal article › Research › Peer reviewed
Publication data
| By | Carolin Hahnel, Frank Goldhammer, Ulf Kröhne, Anja Schiepe-Tiska, Oliver Lüdtke, Gabriel Nagy |
| Original language | German |
| Published in | Zeitschrift für Erziehungswissenschaft, 20(Suppl. 2) |
| Pages | 205-228 |
| Editor (Publisher) | Springer |
| ISSN | 1434-663X, 1862-5215 |
| DOI/Link | https://doi.org/10.1007/s11618-017-0748-0 |
| Publication status | Published – 06.2017 |
| Keywords | Development of reading comprehension, Working memory, Word recognition, Semantic integration, PISA reading competence |
This study investigates relations between reading comprehension and basic processes of reading on word and sentence level as well as working memory in 15-year-old adolescents. The questions were considered if differences in the efficiency of the investigated components can explain reading competence as well as changes in reading competence after one year. The study is based on reading data of the Programme for International Student Assessment (PISA) 2012 and a longitudinal follow-up study in 2013 (PISA Plus). Additionally, basic skills in word recognition, semantic integration, and working memory were assessed as part of a national add-on study in 2012. The results show that reading competence in 2012 was predicted by the investigated cognitive basic skills. Although reading comprehension was improved after one year, this change was neither explained by word recognition, semantic integration, nor working memory. Theoretical and practical implications are discussed critically.
