JURE 2012 Programme book - EARLI Jure 2012

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100 JURE 2012 Conference Programme looking at apps, and reciting rhymes. We included a print exposure list to assess parental familiarity with baby books as an alternative more reliable indicator for book reading. To test effects of negative emotionality of the child on literacy-‐related activities parents completed a Dutch version of the shortened Infant Behavior Questionnaire -‐ revised (IBQ-‐R). BookStart families were more frequently involved in shared reading, storytelling, and library visits, and were more familiar with baby books. Results also demonstrate that BookStart had the strongest effects on more difficult children; especially children scoring high on negative emotionality benefited. Another indicator of shared reading, familiarity with baby books, demonstrated significant effects in a sub-‐sample, the lowest educated group (N = 282); especially when children had high scores on negative emotionality BookStart parents were more familiar with baby books meaning that they read more frequently to their child. Academic Language Competencies of Primary School Children: Comprehension of Clause Connectors Nina Dragon Karin Berendes, Birgit Heppt, Sabine Weinert, Petra Stanat The mastery of academic language is an important precondition for academic success (Gogolin, 2009). Especially for children with a migration background this seems to be a challenge (Bailey, Butler, LaFramenta & Ong, 2004). In Germany, only insufficient data exists concerning the question to which extent primary school children possess competencies in academic language (Eckhardt, 2009). Therefore, the interdisciplinary study "Bildungssprachliche Kompetenzen" (BiSpra; Academic Language Proficiency) of the "Forschungsinitiative Sprachdiagnostik und Sprachfrderung" (FiSS; Research Initiative: Language Diagnosis and Language Support) makes a contribution to answer this question. The aim is to examine which particular features of academic language cause the majority of problems for primary school children with a migration background and for children from socially disadvantaged families. One typical characteristic of academic language is a complex sentence structure (Bailey & Butler, 2003) formed inter alia by the use of clause connectors (e.g. after [temporal], therefore [causal], although [concessive]). Thus, understanding clause connectors is an essential precondition for the mastery of academic language. In order to measure children's comprehension of clause connectors items were developed. These items along with several control measures (e.g. basic lexical knowledge and grammar comprehension) were applied in the main study with 1012 second and third graders. An analysis of variance indicates that children from German-‐speaking families show a significantly better performance in temporal and causal connectors than those from multilingual backgrounds. Correlations of the clause connector items with the children’s basic lexical knowledge and their grammar comprehension show that clause connector comprehension is related approximately equally high with lexical knowledge and with grammar comprehension. Therefore, a prime attribution of connectors to either one of these two domains is not possible. These findings will be discussed further on the poster. Academic Language Features and Their Impact on Reading Comprehension: Differential Effects for German Native Speakers and German Language Learners Birgit Heppt Nicole Haag, Petra Stanat, Katrin Böhme International large-‐scale assessments such as PISA have repeatedly shown that immigrant students are less successful in school than their native peers (e.g., Stanat & Christensen, 2006).
JURE 2012 Conference Programme Friday, July 27 As an important precondition for school success, various researchers have discussed the level of academic language proficiency students attain (e.g., Bailey, 2007). In contrast to everyday language, academic language is characterized by a more demanding vocabulary, a more complex syntax and a higher degree of decontextualisation. Its mastery is expected to be especially challenging for second language learners (e.g., Bailey, Butler, LaFramenta, & Ong, 2004). To date, however, very few studies have tested this assumption and explored specific academic language features that impede second language learners from fully understanding classroom discourse and text books. Therefore, the aim of the present study is to investigate the impact of various academic language features on difficulty of reading comprehension texts for German native speakers (GNS) and German language learners (GLL). The analyses are based on data from a nation-‐wide reading comprehension test performed in 2007. A sample of 1,141 third graders participated in the test, 700 of whom were GNS and 441 of were GLL. Difficulty parameters of the ten texts used in the study were estimated separately for the two language-‐background groups. The academic language features of the texts were rated on criteria developed be the National Center for Research on Evaluation, Standards, and Student Testing (CRESST; Bailey & Butler, 2003). Our findings indicate that the majority of academic language features shows substantially higher correlations with text difficulty for GLL than for GNS. This is especially true for features associated with the construction of long and complex sentences (i.e., clause connectors). In line with this result, text difficulty for GLL is predicted by average sentence length, whereas text difficulty for GNS is not. Third and Seventh Graders Write about their Neighborhood. Lexico-‐Grammatical and Orthographical Variations in Northwestern Patagonia Maria Sol Iparraguirre & Nora Scheuer In most schools, teaching-‐learning processes are based on linguistic exchanges, mostly privileging certain oral and written forms used mainly by urban middle/high socio-‐economical groups. This situation indicates that socio-‐regional linguistic variation is mostly ignored in schooling, contributing to deepen educational exclusion processes. Improving school language learning, and school writing outcomes in general, requires a deeper knowledge of the children’s language forms and communication styles. The aim of this exploratory study is to describe the written language used by elementary school students with different socio-‐educational characteristics when composing a text about a familiar topic. Participants were 63 children attending third and seventh grade of basic education in four schools of Northwestern Patagonia, Argentina, chosen on the basis of socio-‐cultural heterogeneity and educational modality. Students were asked to write an individual text describing their neighborhood. These texts were digitally transcribed and divided into words. We performed a category analysis focused on six dimensions: word class, word syntactic role, word thematic role, word adjustment to orthographic conventions, semantic features of nouns, semantic features of verbs. We applied an Ascendant Hierarchical Cluster Analysis, in order to classify the 63 texts according to their similarity across these six dimensions, and to identify associations with students’ grade/school. Five clusters of texts/students were identified, revealing patterns organized primarily by word class choices, and by particular thematic and syntactic structures. Some semantic features of nouns and verbs have also shown to be traits of differentiation. These categories allow to identify the perspectives assumed by the students and their linguistic strategies when writing a simple text on a familiar topic. The clusters also show the breach in the mastery of the alphabetic code between third and seventh grade. Enhancing teachers` awareness of this diversity may contribute to more finely tuned instructional assessments and interventions. Content and language integrated learning (CLIL) in low track physical education classes. 101
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