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Academic Language Competencies - Affordances, Language Processing, and Diagnostics (BiSpra II)

Version
1
Resource Type
Dataset : survey data, achievement tests
Creator
  • Weinert, Sabine
  • Stanat, Petra
  • Heppt, Birgit
  • Theisen, Elisabeth
  • Köhne-Fuetterer, Judith
  • Otto-Friedrich-Universität Bamberg
  • Humboldt-Universität zu Berlin
Publication Date
2019-08-12
Contributor
  • Forschungsdatenzentrum (FDZ) am Institut zur Qualitätsentwicklung im Bildungswesen (IQB) / Research Data Centre (FDZ) at the Institute for Educational Quality Improvement (IQB) (Distributor)
Language
German
Free Keywords
German; Academic Language; Grammar; Family Background; Elementary Schools; Student Development; Listing Comprehension; Primary Schools; Cognitive Ability; Achievement Rating; Cognitive Competence; Achievement Test; Reading Comprehension; Students; Socioeconomic Background; Mathemtics Achievement; Elementary Education; Accademic Achievement; Grade 02; Grade 03; Grade 04; Language Test; Language Skills; Testing; Language Proficiency; Vocabulary; Germany
Description
  • Abstract

    Mastery of the so-called academic language is an important prerequisite for success at school. Although academic language skills are ascribed great importance in educational research and practice, there is still no description of those aspects of language that are summarised under the term educational language. At the same time there are still no valid instruments for recording competences in dealing with these linguistic requirements. Against this background, the project pursued two main objectives: (1) Identification of academic language characteristics which are assumed to play a central role in educational success and at the same time to represent special barriers for children with different family backgrounds [1st funding phase]. Building on this, (2) a diagnostic test procedure based on linguistics and (language) developmental psychology was developed and validated to measure the academic language skills of primary school students. Further, the significance of such skills for academic success was empirically tested [2nd funding phase]. The longitudinal study started in June 2014. In the first survey phase, both the listening comprehension, connector and vocabulary tasks developed in the project and already established tasks for recording general vocabulary, grammar, cognitive basic skills and phonological working memory were used. During the second wave of measurement in June 2015, additional tests on reading comprehension and on mathematical competences were administered. A total of 1145 second and third graders took part in the surveys. In addition, the parents of these pupils filled in questionnaires about the children’s language acquisition and about the socio-economic and educational background of the family. The teachers were given a questionnaire on teaching experience, teaching design and the composition of the student body. [Project/IQB]

Temporal Coverage
  • 2014-06-01 / 2014-06-30
  • 2015-06-01 / 2015-06-30
Geographic Coverage
  • Baden-Wuerttemberg, Brandenburg, Hamburg and Nort Rhine-Westphalia
Sampled Universe

Students (N=1,145) (time of measurement 1); Students (N=1,018) (time of measurement 2)

Sampling

Non-probability Sample: Availability Sample

Time Dimension
  • Longitudinal: Trend/Repeated cross-section
    Research Design: Quasi-Experimental Design
Collection Mode
  • Self-administered questionnaire: Paper
  • Educational measurements and tests
  • Measurements and Tests: Paper and pencil test
Availability
Delivery
application required: https://www.iqb.hu-berlin.de/fdz/Datenzugang/SUF-Antrag/FormularSUFs
Rights
CC0 1.0 Universal
Alternative Identifiers
  • 1 (Type: VerbundFDB)
Relations
  • Continues
    DOI: 10.5159/IQB_BiSpra_1_v1
Publications
  • Berendes, K., Dragon, N., Weinert, S., Heppt, B. & Stanat, P. (2013). Hürde Bildungssprache? Eine Annäherung an das Konzept "Bildungssprache" unter Einbezug aktueller empirischer Forschungsergebnisse. In A. Redder & S. Weinert (Hrsg.), Sprachförderung und Sprachdiagnostik. Interdisziplinäre Perspektiven (S. 17-41). Münster: Waxmann.

  • Dragon, N., Berendes, K., Weinert, S., Heppt, B., & Stanat, P. (2015). Ignorieren Grundschulkinder Konnektoren? - Untersuchung einer bildungssprachlichen Komponente. Zeitschrift für Erziehungswissenschaft, 18(4), 803-825.

  • Ebert, S., Köhne, J. & Weinert, S. (2014). Mit Worten Türen öffnen! uni.vers, 42-45.

  • Heppt, B., Stanat, P., Dragon, N., Berendes, K. & Weinert, S. (2014). Bildungssprachliche Anforderungen und Hörverstehen bei Kindern mit deutscher und nicht-deutscher Familiensprache. Zeitschrift für Pädagogische Psychologie, 28(3), 139-149.

  • Köhne, J., Kronenwerth, S., Redder, A., Schuth, E. & Weinert, S. (2015). Bildungssprachlicher Wortschatz - linguistische und psychologische Fundierung und Itementwicklung. In A. Redder, J. Naumann & Tracy (Hrsg.), Forschungsinitiative Sprachdiagnostik und Sprachförderung (FiSS) - Ergebnisse (S. 67-92). Münster: Waxmann.

  • Schuth, E., Heppt, B., Köhne, J., Weinert, S. & Stanat, P. (2015). Die Erfassung schulisch relevanter Sprachkompetenzen bei Grundschulkindern - Entwicklung eines Testinstruments. In A. Redder, J. Naumann & R. Tracy (Hrsg.), Forschungsinitiative Sprachdiagnostik und Sprachförderung (FiSS) - Ergebnisse (S. 73-92). Münster: Waxmann.

Update Metadata: 2019-08-12 | Issue Number: 1 | Registration Date: 2019-08-12

Weinert, Sabine; Stanat, Petra; Heppt, Birgit; Theisen, Elisabeth; Köhne-Fuetterer, Judith et. al. (2019): Bildungssprachliche Kompetenzen - Anforderungen, Sprachverarbeitung und Diagnostik (BiSpra II). Version: 1. IQB – Institut zur Qualitätsentwicklung im Bildungswesen. Dataset. http://doi.org/10.5159/IQB_BiSpra_II_v1