|Publication type:||Conference other|
|Type of review:||Peer review (abstract)|
|Title:||Integrated reading and writing support in vocational education and training|
|Authors:||Konstantinidou, Triantafyllia Liana|
|Conference details:||Participation through Language: Actors, Practices, Ideologies. Zurich University of Applied Sciences, Winterthur, 25-26 March 2021|
|Subjects:||Professional literacy; Language education|
|Subject (DDC):||418: Standard language usage|
|Abstract:||A considerable number of students in vocational education and training (VET) show difficulties in reading and writing (Efing, 2008; Baumann, 2014), a fact that can impact their integration into the labour market and society. In addition, VET teachers report difficulties related to VET-students' varying language biographies and heterogeneous language skills (Hoefele & Konstantinidou, 2018). In this paper, we will present the results of an intervention study which examines the synergy effects of Reading to Write and Writing to Read (Graham & Harris 2017) and aims to improve students' performance on source-based tasks. With that, Reading to Write – a common approach in second language learning – is not only seen as a source of content knowledge, but also as a source for language and text knowledge, which supports both reading and writing. The intervention took place in the first semester of the first year of vocational school and was part of the general education instruction. It consisted of 12-13 lessons (à 45 minutes), in which teachers and students worked on three Reading and Writing scenarios. In order to evaluate the effects of the intervention, reading and writing competence (Konstantinidou et al., 2016) were assessed at two different dates in randomly assigned (quasi-experimental) experimental and control groups. The control group received no treatment (Pretest-Posttest-Control-Group-Design). The sample consists of 19 VET classes, nine of which make up the experimental group (EG N=134) and ten the control group (CG N=151). The results show no significant main effect for group but a significant main effect for time, (F (1,134) = 10.331, p = .002, η2 partial = .073), with both groups of students showing an increase in the Writing Competence scores across the two points of time. This main effect, when comparing the two groups of students, was significant with F (1, 134)= 3.762, p = .05, η2 partial = .028 (interaction effect), suggesting a difference in Writing Competence scores between the experimental and the control group. The largest interaction effects are found on the text type-related F (1,134) = 7.110, p = .008, η2 partial = .038) and pragmatic sub-competences (F (1,134) = 8.677, p = .004, η2 partial= .07). The main effects for group are not significant, but the main effects for time show an increase in both text-type-related (F (1,134) = 32.933, p = .000, η2 partial = .155) as well as in pragmatic (F (1,134) = 7.032, p = .009, η2 partial = .038) competences. Students of the experimental group show a significant development in generating content (F (1,134) = 8.288, p = .004, η2 partial = .044) and in producing pragmatically effective texts (F (1,134) = 6.428, p = .012, η2 partial = .035) in comparison with the control group. Regarding content generation, we found no significant main effects for group or time, with the control group even showing a slightly negative change over time. In Reading Competence scores, no significant changes over time and between groups were found. Questionnaire data provide information about the Reading to Write and Writing to Read synthesizing processes before and after the intervention.|
|Fulltext version:||Published version|
|License (according to publishing contract):||Not specified|
|Organisational Unit:||Institute of Language Competence (ILC)|
|Published as part of the ZHAW project:||Szenariobasierte Lese- und Schreibförderung in der beruflichen Bildung|
|Appears in collections:||Publikationen Angewandte Linguistik|
Files in This Item:
There are no files associated with this item.
Show full item record
Konstantinidou, T. L., Hoefele, J., Madlener-Charpentier, K., Opacic, A., & Sigges, S. (2021, March 25). Integrated reading and writing support in vocational education and training. Participation through Language: Actors, Practices, Ideologies. Zurich University of Applied Sciences, Winterthur, 25-26 March 2021.
Konstantinidou, T.L. et al. (2021) ‘Integrated reading and writing support in vocational education and training’, in Participation through Language: Actors, Practices, Ideologies. Zurich University of Applied Sciences, Winterthur, 25-26 March 2021.
T. L. Konstantinidou, J. Hoefele, K. Madlener-Charpentier, A. Opacic, and S. Sigges, “Integrated reading and writing support in vocational education and training,” in Participation through Language: Actors, Practices, Ideologies. Zurich University of Applied Sciences, Winterthur, 25-26 March 2021, Mar. 2021.
Konstantinidou, Triantafyllia Liana, et al. “Integrated Reading and Writing Support in Vocational Education and Training.” Participation through Language: Actors, Practices, Ideologies. Zurich University of Applied Sciences, Winterthur, 25-26 March 2021, 2021.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.