Lesemotivation, Leseselbstkonzept und Leseverhalten am Ende der Grundschulzeit: Wirksamkeit und differenzielle Effekte der schulischen Teilnahme an einer bundesweiten Förderinitiative

Promotion and stabilization of reading related motivation and behavior of students are core aims of schooling. Reading motivation, self-concept, and behavior decrease already during the elementary school years. In particular, boys showed rather low reading related motivation and behavior. Against this background, the present study analyzed effects of the nation-wide promotion program „Bildung durch Sprache und Schrift“ BiSS [Learning through language] on level and development of reading motivation, self-concept, and behavior in fourth graders. In a quasi-experimental study based on a large sample (N = 1.032) no or small negative effects of schools' participation in BiSS were found when students were compared to a control group. No support was found for compensatory effects of BiSS neither for boys, children with immigrant backgrounds, nor for children with lower initial levels of reading motivation, self-concept and poorer reading behavior. Results are discussed with respect to the need for successful research-practice-transfer.