1. ZHAW digitalcollection
  2. Angewandte Linguistik
  3. Publikationen
  4. Publikationen Angewandte Linguistik
Please use this identifier to cite or link to this item: https://doi.org/10.21256/zhaw-25915
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dc.contributor.authorKonstantinidou, Liana-
dc.contributor.authorMadlener-Charpentier, Karin-
dc.contributor.authorOpacic, Aleksandra-
dc.contributor.authorGautschi, Curtis-
dc.contributor.authorHoefele, Joachim-
dc.date.accessioned2022-11-03T15:56:22Z-
dc.date.available2022-11-03T15:56:22Z-
dc.date.issued2022-
dc.identifier.issn0922-4777de_CH
dc.identifier.issn1573-0905de_CH
dc.identifier.urihttps://digitalcollection.zhaw.ch/handle/11475/25915-
dc.descriptionErworben im Rahmen der Schweizer Nationallizenzen (http://www.nationallizenzen.ch)de_CH
dc.description.abstractMany 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.de_CH
dc.language.isoende_CH
dc.publisherSpringerde_CH
dc.relation.ispartofReading and Writingde_CH
dc.rightshttp://creativecommons.org/licenses/by/4.0/de_CH
dc.subjectWritingde_CH
dc.subjectReadingde_CH
dc.subjectLiteracyde_CH
dc.subjectBerufsbildungde_CH
dc.subject.ddc418: Gebrauch der Standardsprachede_CH
dc.titleLiteracy in vocational education and training : scenario-based reading and writing educationde_CH
dc.typeBeitrag in wissenschaftlicher Zeitschriftde_CH
dcterms.typeTextde_CH
zhaw.departementAngewandte Linguistikde_CH
zhaw.organisationalunitInstitute of Language Competence (ILC)de_CH
dc.identifier.doi10.1007/s11145-022-10373-4de_CH
dc.identifier.doi10.21256/zhaw-25915-
zhaw.funding.euNode_CH
zhaw.issue4de_CH
zhaw.originated.zhawYesde_CH
zhaw.pages.end1052de_CH
zhaw.pages.start1025de_CH
zhaw.publication.statuspublishedVersionde_CH
zhaw.volume36de_CH
zhaw.publication.reviewPeer review (Publikation)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
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, 36(4), 1025–1052. 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, 36(4), pp. 1025–1052. 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, vol. 36, no. 4, pp. 1025–1052, 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. Bd. 36, Nr. 4, S. 1025–1052. 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 36 (4): 1025–52. 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, vol. 36, no. 4, 2022, pp. 1025–52, https://doi.org/10.1007/s11145-022-10373-4.


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