Universität zu Köln

Schroeter, Hannes and Bar-Kochva, Irit ORCID: 0000-0003-4895-3225 (2019). Keyword: Reading literacy. Reading competencies in Germany and underlying cognitive skills. Zeitschrift für Erziehungswissenschaft : ZfE, 22 (1). S. 17 - 50. WIESBADEN: SPRINGER. ISSN 1862-5215

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Abstract

There is a general consensus that reading competencies, being acore element of basic education, are an essential prerequisite for the acquisition, organization, and application of knowledge in various subjects and domains. Thus, reading competencies represent akey factor for educational and professional success, lifelong learning, and social participation. In the first part of this article, we summarize the main findings of recent international and national large-scale assessment studies suggesting that asignificant proportion of children, adolescents, and adults in Germany do not attain asufficient level of reading competence to understand and learn from texts. Because there is evidence that ashare of these poor readers may have limited basic reading abilities that underlie text comprehension, in the second part of this article we review meta-analyses on the relations between cognitive skills and reading competence. Finally, we discuss challenges for school and adult education, and mention possible perspectives for future research.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Schroeter, Hannes UNSPECIFIED UNSPECIFIED UNSPECIFIED Bar-Kochva, Irit UNSPECIFIED orcid.org/0000-0003-4895-3225 UNSPECIFIED
URN:	urn:nbn:de:hbz:38-157429
DOI:	10.1007/s11618-018-00864-y
Journal or Publication Title:	Zeitschrift für Erziehungswissenschaft : ZfE
Volume:	22
Number:	1
Page Range:	S. 17 - 50
Date:	2019
Publisher:	SPRINGER
Place of Publication:	WIESBADEN
ISSN:	1862-5215
Language:	English
Faculty:	Faculty of Human Sciences
Divisions:	Faculty of Human Sciences > Department Erziehungs- und Sozialwissenschaften > Institut für Bildungsphilosophie, Anthropologie und Pädagogik
Subjects:	Education
Uncontrolled Keywords:	Keywords Language MORPHOLOGICAL INTERVENTIONS; SELECTIVE METAANALYSIS; PHONOLOGICAL AWARENESS; WORKING-MEMORY; CHILDREN; DIFFICULTIES; DISABILITIES; PERFORMANCE; PREDICTORS; OUTCOMES Multiple languages Education & Educational Research Multiple languages
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/15742