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| Format: | Artículo científico |
| Sprache: | de |
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Universität Bern
2006
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| Online-Zugang: | https://www.redalyc.org/articulo.oa?id=664572761006 |
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- Leseleistung und Rezeptionsstrategien bei Mädchen und Jungenin der Sekundarstufe I Doris Grütz Lengua y Literatura Do girls read texts differently from boys? This contribution presents a study from empiricalteaching research in secondary education ("Sekundarstufe 1") by Grütz/Belgrad/Pfaff (2005).4500 pupils, male and female, from the 7thform of primary and secondary school wereexamined to determine which of the reading strategies usually adopted lead to a moresuccessful text understanding with girls and which with boys. This study follows up aprevious study done in 4thform primary school by Belgrad/Grütz/Pfaff (2003). The researchdesign is based on the psychological cognition model of text understanding following vanDijk/Kintsch (1983), which sees the process of reading comprehension as interactional andconstructive. Cognitive reading strategies were tested which are usually adopted duringlessons. Major results of the study are that boys prefer similar reading strategies both inprimary and secondary schools. Good results are achieved when a text is read quietly anddiscussed afterwards. The worst results are obtained by all boys when words have to becopied from the text. With girls a notable difference can be seen in the usage of readingstrategies depending on the type of the school and the level of reading competence. Girls fromprimary schools achieve the best results when they can activate knowledge prior toconfronting the text, girls from secondary schools achieve the best results when they quietlyread through a text. 2006 artículo científico 1615-3014 https://www.redalyc.org/articulo.oa?id=664572761006 de http://www.redalyc.org/revista.oa?id=6645 Linguistik online application/pdf Universität Bern Linguistik online (Suiza) Num.1 Vol.26