Literacy in vocational education and training : scenario-based reading and writing education

Konstantinidou, Liana; Madlener-Charpentier, Karin; Opacic, Aleksandra; Gautschi, Curtis; Hoefele, Joachim

doi:10.1007/s11145-022-10373-4

Please use this identifier to cite or link to this item: https://doi.org/10.21256/zhaw-25915

Publication type:	Article in scientific journal
Type of review:	Peer review (publication)
Title:	Literacy in vocational education and training : scenario-based reading and writing education
Authors:	Konstantinidou, Liana Madlener-Charpentier, Karin Opacic, Aleksandra Gautschi, Curtis Hoefele, Joachim
et. al:	No
DOI:	10.1007/s11145-022-10373-4 10.21256/zhaw-25915
Published in:	Reading and Writing
Issue Date:	2022
Publisher / Ed. Institution:	Springer
ISSN:	0922-4777 1573-0905
Language:	English
Subjects:	Writing; Reading; Literacy; Berufsbildung
Subject (DDC):	418: Standard language usage
Abstract:	Many students in vocational education and training (VET) have difficulties with reading and writing. To date, there is little research on whether and how the development of VET students’ writing skills may benefit from teaching approaches that integrate reading and writing. This study reports results from a semester-long intervention study conducted in Switzerland in 2018/19 (N = 285) in which we investigated the impact of a scenario-based integration of reading-to-write-tasks on the development of VET students’ text quality. In the approach, problem-solving processes are set in motion by scenarios representing real- or work-life situations. Reading-to-write tasks form part of the student-initiated problem-solving process, and result in situated argumentative writing. A small experimental intervention effect was found where text quality developed significantly better in the experimental group than in a matched control group (F1,178 = 7.40, p < .01, Cohen’s f = 0.20), as measured in a writing test before and after exposure to the teaching method. Outcomes suggest tangible benefits may result when applying this approach to literacy education in VET, particularly for academically weaker students. We discuss the consequences and implications of these findings, as well as open questions to be addressed by further research.
Further description:	Erworben im Rahmen der Schweizer Nationallizenzen (http://www.nationallizenzen.ch)
URI:	https://digitalcollection.zhaw.ch/handle/11475/25915
Fulltext version:	Published version
License (according to publishing contract):	CC BY 4.0: Attribution 4.0 International
Departement:	Applied Linguistics
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

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Konstantinidou, L., Madlener-Charpentier, K., Opacic, A., Gautschi, C., & Hoefele, J. (2022). Literacy in vocational education and training : scenario-based reading and writing education. Reading and Writing. https://doi.org/10.1007/s11145-022-10373-4

Konstantinidou, L. et al. (2022) ‘Literacy in vocational education and training : scenario-based reading and writing education’, Reading and Writing [Preprint]. Available at: https://doi.org/10.1007/s11145-022-10373-4.

L. Konstantinidou, K. Madlener-Charpentier, A. Opacic, C. Gautschi, and J. Hoefele, “Literacy in vocational education and training : scenario-based reading and writing education,” Reading and Writing, 2022, doi: 10.1007/s11145-022-10373-4.

KONSTANTINIDOU, Liana, Karin MADLENER-CHARPENTIER, Aleksandra OPACIC, Curtis GAUTSCHI und Joachim HOEFELE, 2022. Literacy in vocational education and training : scenario-based reading and writing education. Reading and Writing. 2022. DOI 10.1007/s11145-022-10373-4

Konstantinidou, Liana, Karin Madlener-Charpentier, Aleksandra Opacic, Curtis Gautschi, and Joachim Hoefele. 2022. “Literacy in Vocational Education and Training : Scenario-Based Reading and Writing Education.” Reading and Writing. https://doi.org/10.1007/s11145-022-10373-4.

Konstantinidou, Liana, et al. “Literacy in Vocational Education and Training : Scenario-Based Reading and Writing Education.” Reading and Writing, 2022, https://doi.org/10.1007/s11145-022-10373-4.