Wissen über Lesestrategien bei Realschullehrkräften: Eine Pilotstudie.
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| Title: | Wissen über Lesestrategien bei Realschullehrkräften: Eine Pilotstudie. |
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| Alternate Title: | Knowledge of Reading Strategies Among Middle School Teachers: a Pilot Study. |
| Authors: | Cakmak, Cansu1 (AUTHOR) cansu.cakmak@avh-realschule.de, Corvacho del Toro, Irene2 (AUTHOR), Decker, Lena2 (AUTHOR) |
| Source: | Lernen und Lernstörungen. 2025, Vol. 14 Issue 4, p203-212. 10p. |
| Subject Terms: | *Reading strategies, *Reading comprehension, *Teaching methods, *Metacognition, *Teacher education, *Qualitative research, *Middle school teachers |
| Geographic Terms: | Germany |
| Abstract (English): | Abstract: Theoretical background: According to the 2022 PISA study, reading comprehension among German pupils has declined, highlighting the need for targeted reading instruction. Reading strategies are central for promoting reading comprehension. Successful teaching of reading strategies depends on teachers' knowledge. Studies show that consistent implementation in schools is often deficient. This qualitative pilot study investigates what teachers know about reading promotion and specific reading strategies. It is assumed that German teachers, due to their language-specific training, acquire more knowledge than teachers in other subjects. Methods: Using Mayring's qualitative content analysis, semi-structured interviews with eight teachers from a middle school in North Rhine-Westphalia, Germany, across various subjects were evaluated. Results: All surveyed teachers showed limited knowledge of metacognitive reading strategies. They use reading techniques but often incorrectly define them as strategies. A systematic, theory-based approach to instruction is missing. German teachers did not show significantly more knowledge. Discussion: Deficits in reading promotion result from limited implementation and knowledge. The absence of metacognitive strategies indicates insufficient goal orientation. Integrating reading strategies in teacher education is essential to strengthen reading comprehension. [ABSTRACT FROM AUTHOR] |
| Abstract (German): | Zusammenfassung:Theoretischer Hintergrund: Die Lesekompetenz deutscher Schüler_innen hat laut der PISA-Studie 2022 abgenommen, was gezielte Leseförderung nötig macht. Lesestrategien sind zur Förderung des Leseverstehens zentral. Die erfolgreiche Vermittlung von Lesestrategien im Unterricht hängt vom Wissen der Lehrkraft ab. Dennoch zeigen Studien, dass eine konsequente Umsetzung im Schulalltag oft mangelhaft ist. Demnach untersucht die vorliegende qualitative Pilotstudie, welches Wissen Lehrkräfte über Leseförderung und spezifischer Lesestrategien haben. Es wird angenommen, dass Deutschlehrkräfte aufgrund ihrer sprachspezifischen Ausbildung mehr Wissen erwerben als Lehrkräfte anderer Fachbereiche. Methode: Mittels qualitativer Inhaltsanalyse nach Mayring wurden Leitfadeninterviews mit acht Lehrkräften einer Realschule in NRW mit verschiedenen Fächerkombinationen ausgewertet. Ergebnisse: Alle befragten Lehrkräfte zeigen ein begrenztes Wissen zu metakognitiver Lesestrategien. Sie setzen zwar Lesetechniken ein, definieren diese jedoch oft fälschlich als Strategien. Eine systematische, theoriegestützte Vermittlung fehlt. Signifikant höheres Wissen der Deutschlehrkräfte liegt nicht vor. Diskussion: Defizite in der Leseförderung beruhen sowohl auf unzureichender Umsetzung als auch auf fehlendem Wissen. Das Fehlen metakognitiver Strategien weist auf mangelnde Zielorientierung hin. Eine verbindliche Verankerung von Lesestrategien in der Lehrkräftebildung ist notwendig, um das Leseverstehen zu stärken. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Abstract: Theoretical background: According to the 2022 PISA study, reading comprehension among German pupils has declined, highlighting the need for targeted reading instruction. Reading strategies are central for promoting reading comprehension. Successful teaching of reading strategies depends on teachers' knowledge. Studies show that consistent implementation in schools is often deficient. This qualitative pilot study investigates what teachers know about reading promotion and specific reading strategies. It is assumed that German teachers, due to their language-specific training, acquire more knowledge than teachers in other subjects. Methods: Using Mayring's qualitative content analysis, semi-structured interviews with eight teachers from a middle school in North Rhine-Westphalia, Germany, across various subjects were evaluated. Results: All surveyed teachers showed limited knowledge of metacognitive reading strategies. They use reading techniques but often incorrectly define them as strategies. A systematic, theory-based approach to instruction is missing. German teachers did not show significantly more knowledge. Discussion: Deficits in reading promotion result from limited implementation and knowledge. The absence of metacognitive strategies indicates insufficient goal orientation. Integrating reading strategies in teacher education is essential to strengthen reading comprehension. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 22350977 |
| DOI: | 10.1024/2235-0977/a000495 |
