Lesekompetenzen und schulische Lernumwelten: Besondere Fördereffekte des Frühübergangs in Gymnasien?
Reading literacy and schools as learning environments: Differential effects of early transition into the academic track of secondary schools?
Journal article › Research › Peer reviewed
Publication data
| By | Michael Becker, Nele McElvany, Oliver Lüdtke, Ulrich Trautwein |
| Original language | German |
| Published in | Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 46(1) |
| Pages | 35 - 50 |
| Editor (Publisher) | Hogrefe Verlag |
| ISSN | 0049-8637, 2190-6262 |
| DOI/Link | https://doi.org/10.1026/0049-8637/a000104 |
| Publication status | Published – 2014 |
Longitudinal analyses of data from the Berlin Longitudinal Reading Study (LESEN 3–6) examined the development of reading literacy (reading comprehension, vocabulary, and decoding ability) in elementary and “Gymnasium” (the most academic track of the highly differentiated German secondary schoolsystem) students. One focus was whether students who transferred to Gymnasium after
4 years of elementary schooling showed differential learning trajectories from students who completed 6 years of elementary schooling. A total of N=772 students from Berlin participated in the study. On the descriptive level, no differential effects were found between the two groups while all students were still in elementary schooling (Grades 3 and 4). During the period in which they attended different school types (Grades 5 and 6), however, the Gymnasium students showed higher learning gains in vocabulary and – by tendency – decoding ability. Growth curve analyses controlling for interindividual differences in intraindividual change were used to test whether these
differential learning gains were directly attributable to ability tracking. When overall development was controlled, tracking was not found to have a clear effect in any of the three domains. Technical and practical aspects of the findings are discussed.
