The impact of cognitive basic skills on the development of reading comprehension measured in PISA

被引：0
作者：
Hahnel, Carolin [1 ,2 ]
Goldhammer, Frank [1 ,2 ]
Kroehne, Ulf [1 ]
Schiepe-Tiska, Anja [3 ,4 ]
Luedtke, Oliver [5 ,6 ]
Nagy, Gabriel [5 ]
机构：
[1] Deutsch Inst Int Padag Forsch DIPF, Schlossstr 29, D-60486 Frankfurt, Germany
[2] ZIB, Frankfurt, Germany
[3] Tech Univ Munich, Sch Educ, Arcisstr 21, D-80333 Munich, Germany
[4] ZIB, Munich, Germany
[5] Leibniz Inst Padag Nat Wissensch & Math IPN, Olshausenstr 62, D-24118 Kiel, Germany
[6] ZIB, Kiel, Germany
来源：
ZEITSCHRIFT FUR ERZIEHUNGSWISSENSCHAFT | 2017年 / 20卷
关键词：
Development of reading comprehension; PISA reading competence; Semantic integration; Word recognition; Working memory; WORKING-MEMORY; INDIVIDUAL-DIFFERENCES; DIFFUSION-MODEL; VERBAL-ABILITY; PRIMARY-SCHOOL; REACTION-TIME; PREDICTION; COMPONENTS; CAPACITY; CHILDREN;
D O I：
10.1007/s11618-017-0748-0
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This study investigates relations between reading comprehension and basic processes of reading on word and sentence level as well as working memory in 15-year-old adolescents. The questions were considered if differences in the efficiency of the investigated components can explain reading competence as well as changes in reading competence after one year. The study is based on reading data of the Programme for International Student Assessment (PISA) 2012 and a longitudinal follow-up study in 2013 (PISA Plus). Additionally, basic skills in word recognition, semantic integration, and working memory were assessed as part of a national add-on study in 2012. The results show that reading competence in 2012 was predicted by the investigated cognitive basic skills. Although reading comprehension was improved after one year, this change was neither explained by word recognition, semantic integration, nor working memory. Theoretical and practical implications are discussed critically.
引用
收藏
页码：205 / 228
页数：24
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