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Lesen von Kindern mit Deutsch als Erst- und Zweitsprache – Wortschatz als limitierender Faktor

Type of publication Peer-reviewed
Publikationsform Original article (peer-reviewed)
Author Röthlisberger Martina, Schneider Hansjakob, Juska-Bacher Britta,
Project Die Entwicklung von Wortschatz und Lesen. Eine Untersuchung auf der Unterstufe. (EnWoLe)
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Original article (peer-reviewed)

Journal Zeitschrift für Grundschulforschung
Volume (Issue) 14(2)
Page(s) 359 - 374
Title of proceedings Zeitschrift für Grundschulforschung
DOI 10.1007/s42278-021-00115-w

Open Access

URL https://link.springer.com/article/10.1007%2Fs42278-021-00115-w
Type of Open Access Publisher (Gold Open Access)

Abstract

Compared to monolingual German-speaking children, children with German as a second language show striking deficits in reading, also in the present study. The role of different vocabulary skills on reading was investigated in second graders with German as their first (N = 351) and as their second language (N = 54). The effect of the vocabulary factor proved to be highly significant overall. Once the vocabulary was statistically controlled, there was no longer a performance gap between the groups in reading. The considerable contribution of the relational word knowledge to the vocabulary construct suggests that greater attention should be paid to this aspect in research and teaching.
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