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Quantitat und Qualitat des Strategieeinsatzes von Grundschulerinnen und Grundschulern in reziproken Lesegruppen Quantity and quality of elementary school students’ strategy use in reciprocal reading groups

ABSTRACT: Zur Förderung der Leseleistungen von Schülerinnen und Schülern werden von nationalen und internationalen Experten Programme empfohlen, in denen Kinder gemeinsam an Leseaufgaben arbeiten und verschiedene Lesestrategien erlernen. Die Ergebnisse von Evaluationsstudien belegen die Wirksamkeit solcher Programme für die Entwicklung individueller Leseleistungen von Schülerinnen und Schülern, enthalten jedoch keine Informationen dazu, wie die gemeinsame Strategieanwendung in den Kleingruppen abläuft. Der vorliegende Beitrag betrachtet anhand von Videomaterial zu drei Messzeitpunkten, ob und wie Schülerinnen und Schüler der 3. Klasse gemeinsam die Lesestrategien Klären, Fragen und Vorhersagen auf Sachtexte anwenden und ob ein Trainingseffekt für Kinder in Kleingruppen festzustellen ist, die an einer peer-gestützten strategiebasierten Leseförderung teilgenommen haben. Dazu wird eine Interventionsgruppe mit einer Unterrichtskontrollgruppe verglichen, die regulären Deutschunterricht ohne explizite Strategieförderung erhielt. Sowohl die Quantität als auch die Qualität der Strategieanwendung in den Lesegruppen wurde anhand eines deduktiv entwickelten Schemas kodiert. Die Ergebnisse zeigen, dass zu allen drei Messzeitpunkten (Prä‑, Post- und Follow-up-Test) weniger als 50 % der Schülerinnen und Schüler Lesestrategien anwendeten. Am häufigsten wurde insgesamt die Strategie Fragen genutzt. Ein moderat positiver Trainingseffekt zeigte sich insbesondere für die Strategie Vorhersagen. Zu diskutieren ist, warum die Schülerinnen und Schüler nicht mehr Strategien auf einem höheren Elaborationsniveau anwendeten und ob weitere Kompetenzen für die wirkungsvolle Strategieanwendung in Kleingruppen benötigt werden. Die Untersuchung unterstreicht die Bedeutung prozessnaher Datenerhebung für die Weiterentwicklung von Fördermaßnahmen in Forschung und Praxis.

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Zusätzliche Informationen sind in der Online-Version dieses Artikels (10.1007/s42278-022-00142-1) enthalten.

SUBMITTER: Vollinger V

PROVIDER: S-EPMC9127815 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:BackgroundManaging school nonattendance is a priority worldwide. Frequent school nonattendance in early school years has immediate and long-term negative effects. Although strategies to address nonattendance are being developed and implemented, the number of students with school nonattendance issues is increasing. In this study, we explored students' feelings and perceptions about attending school and the potential determinants of a positive attitude towards attending school.MethodsWe hypothesized that a positive perception towards attending school was influenced by relationships, perceptions of current circumstances, subjective health, and having someone to share experiences and thoughts with. For examining the hypothesized model, an original questionnaire with 14 items was developed, including perceptions towards school attendance (an item), relationships with friends and school teachers (5 items), current circumstances (4 items), subjective health (3 items), and the individuals available to share experiences and thoughts with (1 item). In total, 6860 children submitted the questionnaire (85.3% response rate) and 6841 responses were included to examine the model. Children were 10 or 11 years old, and selected from 111 state-run schools in 8 randomly selected school districts.ResultsThe final model demonstrated good fit and showed that the latent variable of relationships with friends and school teachers directly impacted on how children felt about attending school. The latent variable of subjective health also directly impacted on how children felt about attending school but not strongly. Other latent variables were not significant.ConclusionsThe importance of positive relationships with friends and teachers in overcoming school nonattendance has been emphasized in previous studies. This study has provided evidence that these relationships impacted children's positive perception about attending school in a large sample of students aged 10-11 years. The latent variable of subjective health may require more items to capture mental health.

Project description:Background Schools play an important role in providing access to physical activity opportunities for children. There are common economic and gender disparities in physical activity and health-related fitness among children, which may inform a school’s programming needs. The purpose of this study is to gain a better understanding about gender, school-level socioeconomic status, and children’s cardiorespiratory fitness. Methods This observational study used 2017–2018 school year data from schools in the Dallas Metropolitan area participating in the Healthy Zone School (HZS) program. Three data sources were integrated: 1) FitnessGram® data, 2) school-level data from the Texas Education Agency, and 3) HZS survey data. Being in the Healthy Fitness Zone (HFZ) for aerobic capacity was the dependent variable, and gender and the percentage of economically disadvantaged students (at the school-level) were key independent variables. Mixed-effects logistic regression models examined associations between dependent and independent variables. Final models were adjusted for age and type of aerobic test. Results There were 67 schools and 15,052 students included in the analysis. When testing main effects, girls had lower odds for being in the HFZ for aerobic capacity than boys (OR?=?0.54, CI?=?0.47–0.62). Additionally, having a greater percentage of students who were economically disadvantaged was associated with lower odds for being in the HFZ for aerobic capacity (0.98, CI?=?0.98–0.99). There was a significant interaction between gender and the percentage of economically disadvantaged students. Results indicated girls had even lower odds (than boys) for being in the HFZ in schools with 90% economically disadvantaged students (OR?=?0.44, CI?=?0.35–0.55) versus in schools with 15% economically disadvantage students (OR?=?0.62, CI?=?0.51–0.76). Conclusions Results suggest girls in Healthy Zone Schools have lower odds to meet aerobic capacity fitness standards than boys. Additionally, boys and girls in schools serving a greater percentage of economically disadvantaged students have lower odds to meet aerobic capacity fitness standards. Last, girls have even lower odds of meeting HFZ standard when attending a school serving a greater percentage of economically disadvantaged students. Thus, schools need to provide more programs for girls targeting aerobic physical activity. This is especially important for schools serving a high percentage of low-income students.

Project description:We use complex network theory to study the differences between the friendship concepts in elementary school and university students. Four friendship networks were identified from surveys. Three of these networks are from elementary schools; two are located in the rural area of Yucatán and the other is in the urban area of Mérida, Yucatán. We analyzed the structure and the communities of these friendship networks and found significant differences among those at the elementary schools compared with those at the university. In elementary schools, the students make friends mainly in the same classroom, but there are also links among different classrooms because of the presence of siblings and relatives in the schools. These kinds of links (sibling-friend or relative-friend) are called, in this work, "mixed links". The classification of the communities is based on their similarity with the classroom composition. If the community is composed principally of students in different classrooms, the community is classified as heterogeneous. These kinds of communities appear in the elementary school friendship networks mainly because of the presence of relatives and siblings. Once the links between siblings and relatives are removed, the communities resembled the classroom composition. On the other hand, the university students are more selective in choosing friends and therefore, even when they have friends in the same classroom, those communities are quite different to the classroom composition. Also, in the university network, we found heterogeneous communities even when the presence of sibling and relatives is negligible. These differences made up a topological structure quite different at different academic levels. We also found differences in the network characteristics. Once these differences are understood, the topological structure of the friendship network and the communities shaped in an elementary school could be predicted if we know the total number of students and the ties between siblings and relatives. However, at the university, we cannot do the same. This discovery implies that friendship is a dynamic concept that produces several changes in the friendship network structure and the way that people make groups of friends; it provides the opportunity to give analytic support to observational studies. Communities were also studied by gender and we found that when the links among relatives and siblings were removed, the number of communities formed by one gender alone increased. At the university, many communities formed by students of the same gender were also found.

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Quantitat und Qualitat des Strategieeinsatzes von Grundschulerinnen und Grundschulern in reziproken Lesegruppen Quantity and quality of elementary school students’ strategy use in reciprocal reading groups

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