Entwicklung der Text-Bild-Integrationskompetenz im vierten Schuljahr
Development of Text-Picture Integration Skills in Grade 4
Wolfgang Schnotz und Inga Wagner
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Wolfgang Schnotz, Inga Wagner, Entwicklung der Text-Bild-Integrationskompetenz im vierten Schuljahr (2016), Beltz Juventa, 69469 Weinheim, ISSN: 0340-4099, 2016 #04, S.408
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Beschreibung / Abstract
Gegen Ende der Grundschulzeit wird erwartet, dass sich Schülerinnen und Schüler aus Lernmaterial mit Text und Bild neues Wissen aneignen können, wozu sie Text- und Bildinformationen integrieren müssen. In einer Längsschnittstudie mit zwei Messzeitpunkten in der vierten Klassenstufe wurde untersucht, wie sich die Text-Bild-Integrationskompetenz verglichen mit der allgemeinen Lesekompetenz entwickelt und ob sich Mädchen und Jungen dabei unterscheiden. Bei 671 Schülerinnen und Schülern wurde die Text-Bild-Integrationskompetenz und die Lesekompetenz für beide Messzeitpunkte mittels Multiple-Choice-Tests erfasst. Außerdem wurden die verbalen und räumlichen kognitiven Fähigkeiten erhoben. Die Ergebnisse zeigen, dass der Fortschritt hinsichtlich der Kompetenz zur Text-Bild-Integration in der vierten Klassenstufe der Grundschule weniger stark ausgeprägt ist als der Fortschritt der allgemeinen Lesekompetenz. Dies deutet darauf hin, dass im Grundschulunterricht der Fokus stärker auf der Vermittlung der allgemeinen Lesekompetenz als auf der Text-Bild-Integrationskompetenz liegt. Zwischen Jungen und Mädchen gab es bei der Text-Bild-Integrationskompetenz keine signifikanten Niveauunterschiede, jedoch beeinflussten räumliche und verbale kognitive Fähigkeiten die Integrationsleistungen von Jungen und Mädchen unterschiedlich stark.
Schlüsselwörter: Text-Bild-Integration, Grundschule, Geschlechtsunterschiede
By the end of primary school, students are expected to acquire knowledge from learning material including texts and pictures, which requires them to process verbal and pictorial information in an integrative manner. Based on a longitudinal study with two measurement points in 4th grade, it was investigated how the competency of text-picture integration develops compared to general reading competency and whether there are gender differences. Competency of text-picture integration and general reading competency were measured for 671 students at both measurement points with multiple-choice tests. Furthermore, verbal as well as spatial cognitive skills were investigated. We found that there is less progress in the development of text-picture integration competency at 4th grade level than in the development of general reading competency. This finding indicates that primary school teachers put more emphasis on general reading competency than on text-picture integration competency. Girls and boys did not show significant differences in their text-picture integration performances. However, there was a differential influence of spatial and verbal cognitive skills on text-picture inte gration performances of boys and girls.
Keywords: text-picture integration, primary school, sex differences
Schlüsselwörter: Text-Bild-Integration, Grundschule, Geschlechtsunterschiede
By the end of primary school, students are expected to acquire knowledge from learning material including texts and pictures, which requires them to process verbal and pictorial information in an integrative manner. Based on a longitudinal study with two measurement points in 4th grade, it was investigated how the competency of text-picture integration develops compared to general reading competency and whether there are gender differences. Competency of text-picture integration and general reading competency were measured for 671 students at both measurement points with multiple-choice tests. Furthermore, verbal as well as spatial cognitive skills were investigated. We found that there is less progress in the development of text-picture integration competency at 4th grade level than in the development of general reading competency. This finding indicates that primary school teachers put more emphasis on general reading competency than on text-picture integration competency. Girls and boys did not show significant differences in their text-picture integration performances. However, there was a differential influence of spatial and verbal cognitive skills on text-picture inte gration performances of boys and girls.
Keywords: text-picture integration, primary school, sex differences