Schmitz, Anke
E-Mail-Adresse
Geburtsdatum
Suchergebnisse
Strategies for expository and literary texts. Students’ perspectives on text type-specific cognitive and metacognitive reading strategies
Based on the assumption that reading strategies facilitate text comprehension and that they should differ regarding types of texts, this study aims at analysing which cognitive and metacognitive reading strategies are applied by university students (N = 54) for reading a narrative text compared to an expository text. To measure text-specific reading strategies, different channels of information were included such as highlighting of text segments qualitatively and quantitatively, qualitative and quantitative note-taking as well as the coherence of notes, and self-reported strategy use after reading. The findings show that students’ highlighting of text segments and note-taking differ regarding the type of text in amount and depth of processing, indicating a greater depth of processing for narrative texts. The self-reported strategies for reading the two types of texts also reveal differences in terms of the frequencies of applying elaborative and metacognitive strategies. Moreover, correlation analyses show that there is more correspondence between the reading strategies in the narrative condition compared to the expository condition. In sum, the students adapt their reading strategies to the types of texts and it appears that narrative text was read in a more strategic and deeply oriented manner than the expository text.
Cognitive and motivational characteristics as predictors of students’ expository versus narrative text comprehension
Prior research has examined the impact of different cognitive predictors on students’ expository and narrative text comprehension. It has become apparent that some cognitive variables predict text comprehension in both genres, while some are genre-specific predictors. However, the effect of reading motivation on expository and narrative text comprehension remains unclear. Thus, the aim was to investigate which reading-related cognitive and motivational characteristics predict universal versus genre-specific text comprehension. The sample consisted of 261 eighth graders (age: M = 14.96; 37.9% girls). Applying path modeling, the results showed that students’ vocabulary was a significant predictor of text comprehension in both genres. Furthermore, reading strategy knowledge predicted text comprehension of a narrative and an expository text. Reading for interest predicted text comprehension in two of three expository texts. Identifying these universal and genre-specific characteristics of text comprehension can enable teachers to foster students’ text comprehension by targeting these specific skills.
Lesestrategien zwischen Anspruch und Wirklichkeit. Perspektiven für die Deutschdidaktik
Diskussionsbeitrag "Fachliches Lernen und Sprache Die Bedeutung überfachlicher und domänenspezifischer Sprachkompetenzen für den Wissenserwerb im schulischen Fachunterricht"
Impact of global text cohesion on students’ listening comprehension of informational listening texts
Listening comprehension serves as a basic means for communication and participation in society. Unfortunately, especially low-performing students have difficulties understanding informational content presented in a listening format, even more so than with the comprehension of printed texts. Based on empirical findings that text features, such as global text cohesion, have proven to be effective for promoting reading comprehension, and cognitive processes of reading and listening to academic texts share commonalities, the question arises as to how much global cohesion can support students’ listening comprehension. 140 ninth-grade students in German secondary schools listened to one of two informational listening texts which differed in their degree of global text cohesion (low vs. high in cohesion). Listening comprehension was assessed with a written test after listening. Regression analyses show that global text cohesion promotes listening comprehension and that the effect of cohesion remains significant and stable when controlling for topic-related prior knowledge and language-related background variables. Low-performing students profited more from the highly cohesive text than high-performing students. Thus, cohesion contributes to the comprehensibility of informational listening texts which can have implications for the construction of listening texts and listening comprehension instruction at school.
Lesestrategien zur Unterstützung des Textverstehens im sprachbewussten Biologieunterricht? Empirische Einblicke aus der Sicht von Lernenden
Im sprachbewussten Fachunterricht steht die sprachliche Bildung im Dienst des fachlichen Lernens, wenn Fach- und Sprachlernen verknüpft werden (Abschnitt 1). Um das Verstehen von Texten im Biologieunterricht zu unterstützen, sollten Lernende (meta-)kognitives Lesestrategiewissen erwerben, Lesestrategien einüben und regelmässig anwenden (Abschnitt 2). Weitgehend unbekannt ist jedoch, welche Rolle Lesestrategien im Biologieunterricht aus Sicht von Lernenden überhaupt spielen (Abschnitt 3). Um diese Frage zu beantworten, wurden Lernende zum Biologieunterricht in fünften Klassen an deutschen Sekundarschulen befragt (Abschnitt 4). Die Ergebnisse zeigen, dass Lesestrategien eher selten angewendet und von Lehrkräften eher implizit vermittelt werden. Aufschlussreich ist zudem, dass das domänenspezifische Leseverständnis und das Ausmass an Lesestrategiewissen der Lernenden die unterrichtliche Wahrnehmung der Lesestrategieanwendung und -vermittlung beeinflussen und metakognitive Strategien vor allem zur Prüfung des inhaltlichen Verstehens dienen (Abschnitt 5). Diskutiert wird, in welcher Relation die Befunde aus Lernendensicht zu Strategieempfehlungen für den naturwissenschaftlichen Unterricht stehen (Abschnitt 6) und inwiefern sich die (fachdidaktische) Forschung zu Lesestrategien weiterentwickeln könnte (Abschnitt 7).
Which potential linguistic challenges do pre-service teachers identify in a mathematical expository text?
Language is a crucial aspect of mathematical thinking and learning, and it is therefore essential for teachers to be equipped with the skills required for linguistically responsive teaching. This includes the ability to identify potential linguistic challenges in expository texts. In the present study, we investigated the ability of pre-service teachers (N = 115) to identify potential linguistic challenges in a mathematical expository text for ninth graders. Participants identified about 12% of the potential linguistic challenges that were previously identified by a reference expert group. They identified challenges more frequently that were on the word level and considered to be mathematics-specific by the experts. Subjective judgements of disciplinarity of the challenges differed between participants, and between participants and experts. No differences in the ability to identify potential linguistic challenges were found between participants who studied language arts (German or English) or mathematics as a subject. Our results indicate that pre-service teachers may not be adequately prepared to identify and respond to linguistic challenges in mathematical expository texts.
Fach- und Sprachlernen in den Fachdidaktiken - eine Einordnung
Die sprachliche Bedingtheit fachlichen Lernens und der sprachbewusste Unterricht sind wichtige Themen für die fachdidaktische Professionalisierung von Lehrpersonen. Im vorliegenden Beitrag werden drei programmatische fachdidaktische Beiträge des aktuellen Hefts eingeordnet, die eine Auslegeordnung für ihr Fach vornehmen. Welche Schnittstellen lassen sich zwischen den fachdidaktischen Arbeiten identifizieren und welche fachspezifischen Sichtweisen liegen vor? Diskutiert wird, wo sich die Fachdidaktiken angesichts des Erfordernisses einer kohärenten fachdidaktischen Lehrkräfteprofessionalisierung befinden und welche Schritte für eine fachdidaktisch-interdisziplinäre Bearbeitung von sprachbedingten Lehr- und Lernprozessen notwendig sind.