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Frühe Lesefähigkeiten und Vorläuferfähigkeiten des Schriftspracherwerbs deutschsprachiger und türkisch-deutschsprachiger Kinder: Disparitäten am Übergang vom Elementar- in den Primarbereich und Effekte der Förderung phonologischer Bewusstheit
No full textDie Dissertation untersucht frühe Leseteilfähigkeiten und schriftsprachliche Vorläuferfähigkeiten von türkisch-deutschsprachigen und monolingual deutschsprachigen Kindern am Übergang vom Elementar- in den Primarbereich. Teilstudie I analysiert, welche Leistungsunterschiede in den frühen Leseteilfähigkeiten und Vorläuferfähigkeiten zwischen den Sprachgruppen bestehen. Zudem wird geprüft, inwiefern die für monolinguale Kinder zentralen Vorläuferfähigkeiten des Leseerwerbs gleichermaßen bei türkisch-deutschsprachigen Kindern prädiktiv sind. Teilstudie II geht in einem quasi-experimentellen Prä-Post-Studiendesign der Frage nach, ob türkisch-deutschsprachige Kinder ebenso wie deutschsprachige Kinder (N = 420) von der Förderung der phonologischen Bewusstheit im Deutschen profitieren. Teilstudie I ergab, dass (schrift-)sprachliche Kompetenzunterschiede zwischen den Sprachgruppen bereits im Vorschulalter bestehen. Differenzielle Leistungsausprägungen zugunsten der deutschsprachigen Kinder zeigten sich vor dem Schuleintritt in Sprachkompetenzen und Vorläuferfähigkeiten, sowie am Ende des ersten Schuljahres in basalen Lesefähigkeiten und im Leseverständnis. Für die Vorhersage schulischer Lesefähigkeiten erwies sich die vorschulische Silben- und Reimbewusstheit in beiden Gruppen als zentraler Prädiktor. Teilstudie II belegt für beide Sprachgruppen positive Effekte einer phonologischen Förderung auf die Entwicklung von Vorläuferfähigkeiten. Hinsichtlich längerfristiger Effekte auf den Leseerwerb zeigten sich jedoch sprachgruppenspezifische Unterschiede, da lediglich die türkisch-deutschsprachigen Kinder in ihren basalen Lesefertigkeiten signifikant von der Förderung profitierten. Die Befunde der Dissertation sind für die pädagogische Praxis sehr relevant. Sie verweisen auf frühe Unterschiede im Leseerwerb und belegen das kompensatorische Potenzial phonologischer Förderung im Vorschulalter.The dissertation investigates early reading skills and early literacy skills of Turkish-German bilingual and monolingual German-speaking children at the transition from preschool to primary school. Substudy I addresses the differences in early literacy skills between the two language groups. In addition, it examines to what extent the skills that are central predictors of reading acquisition in monolingual children are equally predictive for Turkish-German bilinguals. Substudy II uses a quasi-experimental pre-post study design to analyze whether Turkish-German bilingual children benefit equally from a phonological training as German-speaking children (N = 420). Substudy I revealed that differences in (written) language competencies between the language groups already exist at preschool age. Differential performance in favor of German-speaking children was evident before school entry in language competencies and early literacy skills, as well as at the end of the first school year in basic reading skills and reading comprehension. Syllable and rhyme awareness assessed at preschool age proved to be a key predictor of later reading skills in both groups. Substudy II demonstrates positive effects of a phonological training on the development of early literacy skills for both language groups. However, with regard to longer-term effects on reading acquisition, group-specific differences emerged. Only Turkish-German bilingual children benefited significantly from the phonological training in terms of their basic reading skills. The findings of the dissertation are highly relevant for educational practice. They point to early differences in reading acquisition and highlight the compensatory potential of phonological training in preschool age
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Längsschnittliche Zusammenhänge von Wortschatz, Grammatik und Leseverständnis mit mathematischen Fähigkeiten bei Grundschulkindern mit nicht-deutscher Familiensprache
Get PDFEin wesentlicher Erklärungsfaktor für die geringeren mathematischen Leistungen von Lernenden nicht-deutscher Familiensprache sind ihre weniger gut ausgeprägten sprachlichen Kompetenzen in der Instruktionssprache. Allerdings fehlt es an Untersuchungen, welche die längsschnittlichen Zusammenhänge zwischen verschiedenen sprachlichen und mathematischen Fähigkeitsfacetten in dieser Population abbilden. Die Studie untersucht deshalb das komplexe Zusammenhangsgefüge zwischen Wortschatz- und Grammatikkenntnissen, Leseverständnis und den mathematischen Fähigkeiten in Arithmetik, Textaufgaben sowie Fachwortschatzkenntnissen an einer Stichprobe von 370 Grundschulkindern nicht-deutscher Familiensprache anhand eines Cross-Lagged-Panel-Designs mit drei Messzeitpunkten. Dabei zeigte sich unter Kontrolle der allgemeinen kognitiven Grundfähigkeiten und der Vorleistungen, dass allgemeine Wortschatzkenntnisse einen signifikanten Beitrag zur Vorhersage der Fähigkeit Textaufgaben zu lösen und der Fachwortschatzkenntnisse leisteten (kreuzverzögerte Pfade). Gleichzeitig erwies sich Grammatikkompetenz als signifikanter Prädiktor für spätere Fachwortschatzkenntnisse. Die untersuchten sprachlichen Teilkompetenzen hatten hingegen keinen Vorhersagewert für die spätere Arithmetikleistung. Ein reziproker Effekt konnte für Fachwortschatz und den allgemeinen Wortschatz gefunden werden. Signifikante Zusammenhänge der Residuen von Textaufgaben und Fachwortschatz mit den Residuen der sprachlichen Fähigkeitsfacetten zum zweiten und dritten Messzeitpunkt weisen darauf hin, dass die Leistungszuwächse miteinander assoziiert sind.Weak language skills in the language of instruction are assumed to be a key factor in contributing to the lower mathematics competencies of second language learners. However, the longitudinal contribution of specific language skills, such as reading comprehension and vocabulary knowledge to the acquisition of mathematics competencies is not clear. This study examined the longitudinal relations between vocabulary knowledge, grammar proficiency, reading comprehension, and mathematics competencies of second language learners using a sample of 370 third-grade students from immigrant families. The results from a cross-lagged panel model with three time-points show that general vocabulary knowledge predicted mathematics performance (word problem solving and subject-specific vocabulary) after controlling for general cognitive abilities and preliminary skills. Additionally, grammar proficiency predicted significantly subject-specific vocabulary. None of the included language skills were associated with later arithmetic skills. A reciprocal lagged correlation was found between general vocabulary knowledge and subject-specific vocabulary. Moreover, findings suggest that changes in language skills were significantly correlated with changes in mathematical word problem solving and subject-specific vocabulary
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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