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The impact of linguistic diversity on students' reading comprehension using different diversity measures and its' differential effects depending on students' migration background


Dotzel, Stefanie ; Bonefeld, Meike ; Karst, Karina



DOI: https://doi.org/10.1016/j.ijer.2021.101796
URL: https://www.sciencedirect.com/science/article/abs/...
Additional URL: https://en.x-mol.com/paper/article/140503682563435...
Document Type: Article
Year of publication Online: 2021
Date: 2021
The title of a journal, publication series: International Journal of Educational Research : IJER
Volume: 109
Issue number: Article 101796
Place of publication: Amsterdam [u.a.]
Publishing house: Elsevier
ISSN: 0883-0355
Publication language: English
Institution: School of Social Sciences > Unterrichtsqualität in heterogenen Kontexten (Juniorprofessur) (Karst 2016-)
Subject: 370 Education
Abstract: This paper examines the effects of linguistic diversity on students’ learning with a sample of 1603 5th grade students and 65 classes. Combining the theories of Piaget's concept of disequilibrium, language awareness and cognitive load, we investigated whether a class's linguistic diversity influences students' reading comprehension and whether effects are different for students with and without migration background. Analyses were computed with three diversity measures, each calculated twice: based on the language(s) spoken with parents; and based on the language(s) spoken with friends. Multilevel regression analyses revealed that linguistic diversity increases students' reading comprehension. Students with migration background had lower benefits than those without a migration background. The significance of results was independent of the diversity measure used.

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BASE: Dotzel, Stefanie ; Bonefeld, Meike ; Karst, Karina

Google Scholar: Dotzel, Stefanie ; Bonefeld, Meike ; Karst, Karina

ORCID: Dotzel, Stefanie ; Bonefeld, Meike ORCID: 0000-0003-1940-2301 ; Karst, Karina ORCID: 0000-0001-9976-6265

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