Project Details
Projekt
Heterogeneity and reading competence: The role of institutional and home learning environment
Subject Area
General and Domain-Specific Teaching and Learning
Term
from 2014 to 2018
Project identifier
Deutsche Forschungsgemeinschaft (DFG) - Project number 263906878
Being able to read a text and acquire meaning from what one has read is a universal cultural technique that is necessary to gain access to education, social and cultural life in modern societies (Bynner, Londra, Jones, Britain, & Unit, 2004). Large-scale studies like PISA (OECD, 2010) documented that environmental conditions relates to reading competence. Some of these environmental circumstances are fixed, e.g. differences in children s migration background (Mücke & Schründer-Lenzen, 2010) or the multilingual background (e.g. Artelt, Stanat, Schneider, & Schiefele, 2001; Baumert & Schümer, 2001). Other environmental aspects in reading acquisition are changeable, i.e. specific aspects of the home learning environment (i.e., quality of literacy-related materials, the language input and literacy-related activities) and aspects of the institutional learning environment (the quality of the teaching and classroom conditions) (Melhuish et al., 2008). Consequently, to improve the changeable environmental conditions is one promising way to foster a positive reading development in children. Proceeding on this idea, the aims of the present research project are (a) to investigate how changeable aspects of children s learning environments at homes and at institutions contribute to their reading acquisition and its prerequisites and (b) to analyse whether changeable aspects of children s learning environments similarly contribute to the reading acquisition and its prerequisites in heterogeneous groups. The planned investigations should be realized within a longitudinal study with three measurement points using data of the NEPS start cohort 2. To this end, we provide a theoretical model that combines changeable aspects of institutional learning environment and home learning environment. We further plan to compare the effects of institutional and home learning environment on success in reading acquisition for children from different high-risk groups, namely multilingual children, children with migration background and children from families of low socio-economic status.
DFG Programme
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