Unterrichtsqualität und intrinsische Lesemotivation im Kontext der Bund-Länder-Initiative „Bildung durch Sprache und Schrift“ (BiSS)

Reading comprehension is an interdisciplinary key component for academic success and a main goal for elementary school learning. The German state-wide initiative “Education through Language and Writing” (BiSS) focussed on promoting students’ reading comprehension. Intrinsic reading motivation has a high value in itself and it also shows high correlations with reading comprehension. The presented study aims for investigating a) relations between BiSS-participation of schools and the development of instructional quality in a quasi-experimental longitudinal design with N = 1032 fourth-grade students and b) relations between quality of reading instruction and the development of students’ intrinsic reading motivation. Multilevel structural equation models revealed a small positive effect of BiSS-participation on differentiation in reading classes. Furthermore, differentiation, disturbances in the classroom and measures of supportive class climate were predictive for student intrinsic reading motivation on individual level.