Session Information
09 SES 12 A, Students‘ Engagement and Performance in Reading and Orthography: Reciprocal Relations and Effects of Instruction – Part 1
Symposium
Contribution
The National Educational Panel Study (NEPS) offers not only theory-based and differential data on the spelling competence from a large (N=6,000) sample of students in Grade 5. The dataset also includes information on self-concept, motivation and strategies of students and information on spelling instruction from students and teachers using questionnaires. Therefore, those determinants of spelling competence can be investigated for the first time for students in lower secondary school with a large sample. In line with the construct of reading engagement which is based on an extended expectancy-value model (Atkinson, 1957; Guthrie & Wigfield, 2000) we will outline the interplay of those factors with spelling competence as well as with each other. Furthermore, we will compare the investigated construct with reading engagement which is also surveyed in the study. The findings to be presented are not only based on the main sample of the study, but also refer to data from pilot and developmental studies. Our research goal is to use these results for further didactic research, aiming at developing hypotheses on didactic concepts that cater to the development of a positive self-concept, high motivation, useful strategies and effective instruction for all students.
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