Session Information
09 SES 02 C, Linguistic Super-Diversity in Urban Areas: The Challenges of Linguistic Super-Diversity for Educational Achievement (Part 2)
Symposium, continues from 09 Ses 01 C
Contribution
Text comprehension, vocabulary and reading motivation have been identified as important components of reading acquisition. International studies show significant differences in reading literacy and motivational variables between students with and without immigrant backgrounds. The degree to which these are caused by group differences in socioeconomic status and cultural capital is disputed. Moreover, group-specific predictive power of socioeconomic status and cultural capital for reading achievement is discussed. The analyses are based on data of the Berlin Longitudinal Reading Study. 700 students were tested in grades 3, 4 and 6. Cross-lag panel-models show that incongruity between home and school language has a negative effect on text comprehension and vocabulary in grade 3 and on vocabulary acquisition from grades 3 to 6 and a positive effect on the development of reading motivation from grades 3 to 6. Introducing socioeconomic status and cultural capital into the model leaves immigrant background a significant predictor. Multiple group analyses show reduced predictive power of socioeconomic status and cultural capital for text comprehension in the group of children with immigrant backgrounds. Confirming the crucial role of home language for reading acquisition, the findings demonstrate the need for intensified high-quality reading training for L2-learners to prevent poor reading skills.
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