@article{37444, abstract = {{ Zusammenfassung. Im vorliegenden Beitrag wird das Screening zur Erfassung des Leseverständnisses für die Klassen 6 – 7 (SELV 6 – 7) vorgestellt, welches Leseverständnis während des Lesens mittels der Maze-Prozedur erfasst. Der Test liegt in einer Print- (SELV-P) und Digitalversion (SELV-D) vor. Es wurden 5 Paralleltestformen entwickelt. Zwei Studien zur Überprüfung der Reliabilität und Validität in den Klassen 6 und 7 werden präsentiert, wobei drei verschiedene Maze-Scorings (1: korrekt, 2: korrekt-inkorrekt, 3: korrekt / bearbeitet) einander gegenübergestellt werden. Studie 1 (SELV-P, n = 222, davon 85 6. Klasse) zeigt, dass die 4 Formen (ohne Form 3) die gleiche Fähigkeit messen, jedoch mit unterschiedlichen Mittelwerten. Der Einsatz als Lernverlauf-Messinstrument erscheint somit mit separaten Normen je Form möglich. Die Paralleltest- und Retestreliabilität dieser 4 Formen ist unter Verwendung von Score 1 und 2 ausreichend hoch, nicht aber bei Score 3. In Studie 2 (SELV-D, n = 345, davon 150 6. Klasse) wurde nur Form 1 betrachtet, die unter Verwendung aller 3 Scores die Kriterien der diskriminanten und konvergenten Validität erfüllt. }}, author = {{Seifert, Susanne and Maitz, Katharina and Riedl, Sylvia and Neumaier, Arnold and Stoff, Ilona and Gasteiger-Klicpera, und Barbara}}, issn = {{0012-1924}}, journal = {{Diagnostica}}, keywords = {{Clinical Psychology}}, number = {{2}}, pages = {{101--112}}, publisher = {{Hogrefe Publishing Group}}, title = {{{Screening zur Erfassung des Leseverständnisses in den Klassen 6 – 7 (SELV 6 – 7)}}}, doi = {{10.1026/0012-1924/a000289}}, volume = {{68}}, year = {{2022}}, } @inbook{37448, author = {{Seifert, Susanne and Paleczek, Lisa and Gasteiger-Klicpera, Barbara}}, booktitle = {{Handbuch der sonderpädagogischen Diagnostik. Einführung in die Status- und Prozessdiagnostik sowie Förderplanung}}, editor = {{Gebhardt, Markus and Scheer, David}}, publisher = {{Regensburger Beiträge zur Inklusions- und Sonderpädagogik}}, title = {{{Diagnostik und Differenzierung}}}, year = {{2022}}, } @article{37447, abstract = {{ Zusammenfassung. Instrumente zur Messung von Gesundheitskompetenz bei Jugendlichen basieren auf sehr heterogenen Definitionen und Konzepten. Zudem können sie grundsätzlich in subjektive (Selbsteinschätzungs–) und objektive (die Performanz messende) Verfahren unterteilt werden. In der vorliegenden Studie wurden 2 subjektive (eHEALS; Kurzform des HLS-EU-Q16) und ein objektives Messinstrument (Claim) von 471 Jugendlichen der 6. und 7. Klassenstufe (Durchschnittsalter 13.04 Jahre; 49 % Mädchen; 63 % Familiensprache Deutsch) bearbeitet und auf ihren wechselseitigen Zusammenhang, den Zusammenhang mit kognitiven und Lesefähigkeiten, sowie Unterschiede in Bezug auf Geschlecht und Familiensprache untersucht. Das objektive Verfahren korrelierte nicht mit den subjektiven Verfahren. Dies bestätigt die Annahme, dass sie aufgrund der Messperspektive unterschiedliche Indikatorenausprägungen von Gesundheitskompetenz erfassen. Korrelationen mit Lese- und kognitiven Fähigkeiten zeigten sich nur beim objektiven Instrument, wohingegen die Selbsteinschätzungsinstrumente diese Aspekte der Gesundheitskompetenz nicht abbilden. Unterschiede hinsichtlich des Geschlechts und der Familiensprache zeigten sich insbesondere beim objektiven Instrument, allerdings sind Antwortverzerrungen bei Selbsteinschätzungen möglich. Die spezifischen Vor- und Nachteile von subjektiven und objektiven Verfahren sollten bei der Instrumentenauswahl berücksichtigt werden. }}, author = {{Seifert, Susanne and Maitz, Katharina and Pendl, Dominik and Gasteiger-Klicpera, Barbara}}, issn = {{0012-1924}}, journal = {{Diagnostica}}, keywords = {{Clinical Psychology}}, number = {{4}}, pages = {{197--208}}, publisher = {{Hogrefe Publishing Group}}, title = {{{Vergleich unterschiedlicher Instrumente zur Messung von Gesundheitskompetenz im Zusammenhang mit Lesekompetenz und kognitiven Fähigkeiten von Jugendlichen}}}, doi = {{10.1026/0012-1924/a000297}}, volume = {{68}}, year = {{2022}}, } @article{37446, author = {{Seifert, Susanne and Paleczek, Lisa}}, issn = {{0883-0355}}, journal = {{International Journal of Educational Research}}, keywords = {{Education}}, publisher = {{Elsevier BV}}, title = {{{Comparing tablet and print mode of a german reading comprehension test in grade 3: Influence of test order, gender and language}}}, doi = {{10.1016/j.ijer.2022.101948}}, volume = {{113}}, year = {{2022}}, } @article{37441, abstract = {{The present study investigates eight Grade-4 classes (9- to 12-year-olds, 52.1% girls) who worked on at least 10 lessons using project RegioDiff material. The study focuses on one of these lessons (including nine text passages and corresponding tasks) and on students with low (19 students, percentile <15) and high reading skills (29 students, percentile > 70). While students were working with the material, screencasts were recorded (30h). The construct “task performance” (processing time, response accuracy, and task engagement) was then analysed using the screencasts. The analysis revealed that the two groups differed significantly in the processing time of two tasks, but not in the total time spent on all nine tasks. Significant differences were revealed also for general task engagement. Task engagement was highly correlated with processing time. Participants with higher reading skills spent more time on the tasks and were more engaged than participants with lower reading skills. However, we did not find any differences in terms of answer accuracy. This indicates that task difficulty and student reading skills were well matched. The study also shows how tasks may be adapted or augmented in order to match the learning environment more closely to student learning needs.}}, author = {{Paleczek, Lisa and Ender, Daniela and Kogler, Andrea and Seifert, Susanne}}, issn = {{2048-8645}}, journal = {{European Conference on e-Learning}}, number = {{1}}, pages = {{338--347}}, publisher = {{Academic Conferences International Ltd}}, title = {{{Comparing Student high and low Reading Performance with Differentiated Digital Reading Materials}}}, doi = {{10.34190/ecel.21.1.680}}, volume = {{21}}, year = {{2022}}, } @article{37438, abstract = {{ This paper investigates the implementation of a reading program designed for third grade elementary school classrooms in Austria. Using a mixed-methods approach, lesson types were identified, respective class compositions analyzed, and the effects on students’ reading gains examined. The results show that the lesson types seem to reflect learner group needs as students in the different lesson types profited similarly from the reading program. This supports the hypothesis that reading is a highly individualized process and leads to the conclusion that the instructional approach of the reading program investigated supports teachers in conducting reading lessons tailored to their students’ needs. }}, author = {{Kulmhofer-Bommer, Andrea and Seifert, Susanne and Paleczek, Lisa and Gasteiger-Klicpera, Barbara}}, issn = {{0022-0574}}, journal = {{Journal of Education}}, keywords = {{Education}}, publisher = {{SAGE Publications}}, title = {{{Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs}}}, doi = {{10.1177/00220574221112627}}, year = {{2022}}, } @article{37440, author = {{Paleczek, Lisa and Ender, Daniela and Berger, Jessica and Prinz, Katharina and Seifert, Susanne}}, issn = {{0883-0355}}, journal = {{International Journal of Educational Research}}, keywords = {{Education}}, publisher = {{Elsevier BV}}, title = {{{A feasibility study of digital content use in inclusive, Austrian primary school practice}}}, doi = {{10.1016/j.ijer.2022.101938}}, volume = {{112}}, year = {{2022}}, } @inbook{33217, author = {{Ulrich, Tanja}}, booktitle = {{Z’sammengredt. Gelingende Teilhabe durch sprachheilpädagogische Unterstützung- ein Austausch über relevante und aktuelle Themen in den unterschiedlichen pädagogischen Umgebungen}}, editor = {{A, Paier}}, pages = {{179--190}}, publisher = {{Österreichische Gesellschaft für Sprachheilpädagogik}}, title = {{{Wie lassen sich Strategien in die unterrichtliche Wortschatzarbeit integrieren? Entwicklung des Förderkonzepts „Wortschatzsammler im Unterricht“}}}, year = {{2021}}, } @article{33227, author = {{Lenzen, M and Riehemann, S and Ulrich, Tanja}}, journal = {{Forschung Sprache 1}}, pages = {{3--20}}, title = {{{Bedarfsanalyse zur Genusförderung von Schülern - eine Fragebogenerhebung mit Lehrkräften im Förderschwerpunkt Sprache}}}, year = {{2021}}, } @article{33314, author = {{Glowania, M and Lassmann, I and Ulrich, Tanja}}, journal = {{Praxis Sprache}}, number = {{2}}, pages = {{81--85}}, title = {{{Umsetzbarkeit des Wortschatzsammler-Therapiekonzepts bei Kindern mit Trisomie 21. Eine qualitative Einzelfallstudie}}}, volume = {{66}}, year = {{2021}}, } @article{33313, author = {{Ulrich, Tanja and Thater, S and Mennicken, S}}, journal = {{ Logos}}, number = {{2}}, pages = {{ 84--95}}, title = {{{Kasusfähigkeiten mehrsprachiger Achtjähriger. Eine explorative Pilotstudie in Regelgrundschulen}}}, volume = {{29}}, year = {{2021}}, } @article{37445, abstract = {{A prerequisite for child reading support at school is adequate assessment. Embedding (repeated) assessment into daily teaching routine is often challenging for teachers in terms of time and organization. The use of digital tools can help teachers in the assessment process (in preparation, evaluation, documentation, etc.). A digital assessment tool (Graz Reading Comprehension test: GraLeV), focusing on assessing reading comprehension skills in Grades 3 and 4 is currently being developed in Austria. This reading assessment covers reading comprehension at the word, sentence, and text level. Text level is assessed via two subtests (Subtest I: presentation of nonsense-stories and corresponding questions, and Subtest II: maze selection). The other levels consist of one subtest each. This paper focusses on the subtests at text level. More specifically, the paper reports the results of two studies. Study 1 describes the development phases and the first piloting of these two subtests (data collection: 10/2019-12/2019). Testing 273 students with preliminary versions of the subtests (Subtest I: 30 items, Subtest II: 60 items) produced information on (a) item difficulty, (b) item discriminatory power, and (c) time limits for future speed testing. Items not meeting the required quality criteria were excluded. The final version of Subtest I consists of 16 questions referring to eight different, short, nonsense-texts. Its testing time (without instructions) is three minutes. The final version of the Subtest II consists of 2 texts each with 15 maze selections (30 items) and testing time is 100 seconds. The internal consistency is found to be good for Subtest I (α=.87) and Subtest II (α=.78 to .80). Study 2 reports on testing for validity and retest-reliability (data collection: 09/2020-11/2020). Student scores in another reading comprehension test, together with teacher assessments of reading comprehension, were used to assess congruent validity. Divergent validity was assessed using teacher assessments of mathematical and socio-emotional skills. As expected, the correlations with the congruent measures were higher than those with the divergent measures. A subsample was tested twice with the GraLeV. Retest-reliability was acceptable for Subtest II. However, the scores obtained at time 2 were higher compared to those at time 1 in both subtests. This is probably the result of increased student familiarity with the digital device and the digital test environment at time 2. The results are discussed in the light of teachers’ needs for standardized digital assessments in order to facilitate the tailoring of student reading support.  }}, author = {{Seifert, Susanne and Paleczek, Lisa}}, issn = {{1479-4403}}, journal = {{Electronic Journal of e-Learning}}, keywords = {{Computer Science Applications, Education}}, number = {{5}}, pages = {{pp336--348}}, publisher = {{Academic Conferences International Ltd}}, title = {{{Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation}}}, doi = {{10.34190/ejel.19.5.2467}}, volume = {{19}}, year = {{2021}}, } @article{37443, abstract = {{AbstractThe range of teaching materials now available is becoming increasingly diverse. Despite this, however, the use and influence of textbooks in teaching still remains very high. When instructing reading comprehension, teachers often use textbooks as the basis for teaching in language lessons. Establishing a good match between textbooks and the skills to be acquired is therefore essential. In this paper, I investigate whether textbooks used in Austrian schools can adequately support the teaching of reading comprehension skills. Since reading comprehension is the basis for acquiring knowledge in all subjects, science textbooks are examined in addition to (German) language lesson textbooks. Thus, the content pages of four language textbooks and four science textbooks for fourth and sixth grade were analysed in terms of five different categories, i.e. general structural setup, learning goals, text types, text structures, and activities. The results reveal clear variations with respect to learning goals in language textbooks. For example, the extent to which reading comprehension is addressed ranges from 13.64 to 69.70%, depending on the book used. Although not addressed as a learning goal in the science textbooks, reading comprehension is often presupposed, especially in sixth grade. While the instruction of reading comprehension ought to entail coverage of reading strategies, this is often neglected, or only dealt with indirectly. Given the diversity of textbooks analysed, it seems all the more important to stress that teachers should: 1) clarify the goals and teaching strategies of a book before using it, 2) become aware of strategies that support the development of students' reading comprehension, and 3) use textbooks as a complementary (and not sole) tool to support reading comprehension in all subjects.}}, author = {{Seifert, Susanne}}, issn = {{2211-1662}}, journal = {{Technology, Knowledge and Learning}}, keywords = {{Computer Science Applications, Human-Computer Interaction, Education, Mathematics (miscellaneous)}}, number = {{2}}, pages = {{383--405}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade}}}, doi = {{10.1007/s10758-021-09490-w}}, volume = {{26}}, year = {{2021}}, } @article{37439, author = {{Krammer, Mathias and Seifert, Susanne and Gasteiger-Klicpera, Barbara}}, issn = {{0305-5698}}, journal = {{Educational Studies}}, keywords = {{Education}}, pages = {{1--19}}, publisher = {{Informa UK Limited}}, title = {{{The presence of students identified as having special needs as a moderating effect on their classmates’ reading comprehension scores in relation to other major class composition effects}}}, doi = {{10.1080/03055698.2021.1875320}}, year = {{2021}}, } @article{37442, author = {{Paleczek, Lisa and Seifert, Susanne and Schöfl, Martin}}, issn = {{0007-1013}}, journal = {{British Journal of Educational Technology}}, keywords = {{Education}}, number = {{6}}, pages = {{2145--2161}}, publisher = {{Wiley}}, title = {{{Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten}}}, doi = {{10.1111/bjet.13163}}, volume = {{52}}, year = {{2021}}, } @article{37455, abstract = {{AbstractSchool classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation modelling showed that teachers’ attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers’ views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed.}}, author = {{Dockrell, J. E. and Papadopoulos, T. C. and Mifsud, C. L. and Bourke, L. and Vilageliu, O. and Bešić, E. and Seifert, Susanne and Gasteiger-Klicpera, B. and Ralli, A. and Dimakos, I. and Karpava, S. and Martins, M. and Sousa, O. and Castro, S. and Søndergaard Knudsen, H. B. and Donau, P. and Haznedar, B. and Mikulajová, M. and Gerdzhikova, N.}}, issn = {{0256-2928}}, journal = {{European Journal of Psychology of Education}}, keywords = {{Developmental and Educational Psychology, Education}}, number = {{2}}, pages = {{293--320}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Teaching and learning in a multilingual Europe: findings from a cross-European study}}}, doi = {{10.1007/s10212-020-00523-z}}, volume = {{37}}, year = {{2021}}, } @inbook{33083, author = {{Ulrich, Tanja}}, booktitle = {{Nur ein Wort? Diagnostik und Therapie von Wortabrufstörungen bei Kindern und Erwachsenen. Spektrum Patholinguistik}}, editor = {{Fritzsche, T and Breitenstein, S and Wunderlich, H and Ferchland, L and Krug, R}}, pages = {{15--30}}, title = {{{ Strategieorientierte Therapie mit dem Wortschatzsammler - (nicht nur) für Kinder mit Wortfindungsstörungen}}}, volume = {{13}}, year = {{2020}}, } @inbook{33213, author = {{Ulrich, Tanja and Laßmann, I}}, booktitle = {{Nur ein Wort? Diagnostik und Therapie von Wortabrufstörungen bei Kindern und Erwachsenen}}, editor = {{Fritzsche, T and Breitenstein, S and Wunderlich, H and Ferchland , L and Krug , R}}, pages = {{99--109}}, title = {{{Entwicklung und Evaluation des strategieorientierten Förderkonzepts „Wortschatzsammler" im Unterricht}}}, volume = {{13}}, year = {{2020}}, } @article{33315, author = {{Laßmann, I and Ulrich, Tanja}}, journal = {{Praxis Sprache}}, number = {{4}}, pages = {{242--246}}, title = {{{Was sich bewährt hat: Impulse zur klassenbasierten Umsetzung strategieorientierter Wortschatzförderung mit dem "Wortschatzsammler"}}}, volume = {{65}}, year = {{2020}}, } @article{33316, author = {{Laßmann, I and Ulrich, Tanja}}, journal = {{Vierteljahresschrift für Heilpädagogik und ihre Nachbargebiete}}, pages = {{125--126}}, title = {{{ "Wortschatzsammler" im Unterricht: Entwicklung und Evaluation eines strategieorientierten, unterrichtsintegrierten Förderkonzepts}}}, volume = {{89}}, year = {{2020}}, }