Universität zu Köln

Barwasser, Anne, Bracht, Janine and Grunke, Matthias ORCID: 0000-0003-4249-6035 (2021). A Storytelling Approach on Vocabulary, Reading, and Letter Sound Fluency of Struggling First Graders With German as Second Language With and Without Behavioral Problems. Front. Psychol., 12. LAUSANNE: FRONTIERS MEDIA SA. ISSN 1664-1078

Full text not available from this repository.

Abstract

The number of students learning German as a second language (L2) is steadily increasing. Unfortunately, studies reveal that less-proficient school performance affects a larger proportion of these students and additional behavioral problems can create even greater learning barriers. In order to master a language, the focus is not only on vocabulary, but also on reading, and studies show that multi-component intervention in reading and L2 acquisition is particularly promising. Therefore, this multiple baseline study focuses on a multi-component storytelling intervention on vocabulary, reading, and letter sound fluency of low-achieving first graders with German as L2 with and without behavioral problems (N = 7). The intervention was implemented 3 times a week over a 6-week period. Results show significant large to very large effects on vocabulary and moderate to large effects on letter sound fluency and reading, providing indication for the positive impact of storytelling on multiple aspects simultaneously for the focused sample.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Barwasser, Anne UNSPECIFIED UNSPECIFIED UNSPECIFIED Bracht, Janine UNSPECIFIED UNSPECIFIED UNSPECIFIED Grunke, Matthias UNSPECIFIED orcid.org/0000-0003-4249-6035 UNSPECIFIED
URN:	urn:nbn:de:hbz:38-563357
DOI:	10.3389/fpsyg.2021.683873
Journal or Publication Title:	Front. Psychol.
Volume:	12
Date:	2021
Publisher:	FRONTIERS MEDIA SA
Place of Publication:	LAUSANNE
ISSN:	1664-1078
Language:	English
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language WORD IDENTIFICATION SKILLS; INTERVENTION; LANGUAGE; METAANALYSIS; STUDENTS; KINDERGARTEN; PERCENTAGE; KNOWLEDGE; RISK; IMPLEMENTATION Multiple languages Psychology, Multidisciplinary Multiple languages
URI:	http://kups.ub.uni-koeln.de/id/eprint/56335