Universität zu Köln

Souvignier, Elmar, Zeuch, Nina, Jost, Joerg, Karstens, Fabiana, Meudt, Sarah-Ines and Schmitz, Anke (2021). Evaluation of the implementation of conceptually different programs to foster reading in middle school. Z. Erziehwiss., 24 (4). S. 883 - 909. WIESBADEN: SPRINGER VIEWEG-SPRINGER FACHMEDIEN WIESBADEN GMBH. ISSN 1862-5215

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Abstract

Based on an evaluation project as part of the program Bildung durch Sprache und Schrift (BiSS) funded by the German Federal Ministry of Education and Research, this study examines preconditions of effective implementation of reading skill promotion into school practice within two BiSS-groups and one control group. The two programs largely differed with respect to their implementation strategy (top-down vs. bottom-up) and complexity of the teaching material. We used teacher surveys and competence tests for students to evaluate the two programs. Two samples of 100 and 98 teachers were surveyed regarding preconditions (beliefs, self-efficacy, knowledge, acceptance) and regarding desired effects (fidelity, usage of materials). Development of students' reading skills (reading fluency, reading comprehension, reading strategies, reading motivation) was investigated in a longitudinal study with N=1054 students. Results reveal few usage and positive effects within the BiSS-groups than intended. Rather, contrasts between the results for the two programs are marginal despite their conceptual differences. Analyses of intercorrelations between aspects of implementation demonstrate that successful implementation depends on the fit of characteristics of the program, the individual teacher, and specific circumstances of the school. Implications for research and practice are discussed.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Souvignier, Elmar UNSPECIFIED UNSPECIFIED UNSPECIFIED Zeuch, Nina UNSPECIFIED UNSPECIFIED UNSPECIFIED Jost, Joerg UNSPECIFIED UNSPECIFIED UNSPECIFIED Karstens, Fabiana UNSPECIFIED UNSPECIFIED UNSPECIFIED Meudt, Sarah-Ines UNSPECIFIED UNSPECIFIED UNSPECIFIED Schmitz, Anke UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-579268
DOI:	10.1007/s11618-021-01033-4
Journal or Publication Title:	Z. Erziehwiss.
Volume:	24
Number:	4
Page Range:	S. 883 - 909
Date:	2021
Publisher:	SPRINGER VIEWEG-SPRINGER FACHMEDIEN WIESBADEN GMBH
Place of Publication:	WIESBADEN
ISSN:	1862-5215
Language:	German
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language INTERVENTION; ACCEPTABILITY Multiple languages Education & Educational Research Multiple languages
URI:	http://kups.ub.uni-koeln.de/id/eprint/57926