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dc.contributor.authorKonstantinidou, Triantafyllia Liana-
dc.contributor.authorHoefele, Joachim-
dc.contributor.authorMadlener-Charpentier, Karin-
dc.contributor.authorOpacic, Aleksandra-
dc.contributor.authorSigges, Stefan-
dc.date.accessioned2022-02-25T17:13:55Z-
dc.date.available2022-02-25T17:13:55Z-
dc.date.issued2021-03-25-
dc.identifier.urihttps://digitalcollection.zhaw.ch/handle/11475/24289-
dc.description.abstractA 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.de_CH
dc.language.isoende_CH
dc.rightsNot specifiedde_CH
dc.subjectProfessional literacyde_CH
dc.subjectLanguage educationde_CH
dc.subject.ddc418: Gebrauch der Standardsprachede_CH
dc.titleIntegrated reading and writing support in vocational education and trainingde_CH
dc.typeKonferenz: Sonstigesde_CH
dcterms.typeTextde_CH
zhaw.departementAngewandte Linguistikde_CH
zhaw.organisationalunitInstitute of Language Competence (ILC)de_CH
zhaw.conference.detailsParticipation through Language: Actors, Practices, Ideologies. Zurich University of Applied Sciences, Winterthur, 25-26 March 2021de_CH
zhaw.funding.euNode_CH
zhaw.originated.zhawYesde_CH
zhaw.publication.statuspublishedVersionde_CH
zhaw.publication.reviewPeer review (Abstract)de_CH
zhaw.webfeedDeutsch als Fremd-/Zweitsprachede_CH
zhaw.funding.zhawSzenariobasierte Lese- und Schreibförderung in der beruflichen Bildungde_CH
zhaw.author.additionalNode_CH
zhaw.display.portraitYesde_CH
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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, Joachim HOEFELE, Karin MADLENER-CHARPENTIER, Aleksandra OPACIC und Stefan SIGGES, 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. Conference presentation. 25 März 2021
Konstantinidou, Triantafyllia Liana, Joachim Hoefele, Karin Madlener-Charpentier, Aleksandra Opacic, and Stefan Sigges. 2021. “Integrated Reading and Writing Support in Vocational Education and Training.” Conference presentation. In Participation through Language: Actors, Practices, Ideologies. Zurich University of Applied Sciences, Winterthur, 25-26 March 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.


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