Academic Language Competencies - Affordances, Language Processing, and Diagnostics (BiSpra I)

The project “Bildungssprachliche Kompetenzen (BiSpra)“ ( Academic Language Competencies (BiSpra): Affordances, Language Processing, and Diagnostics) is divided into a linguistic and a psychological/ educational sciences part. In the psychological/ educational sciences sub-project it was experimentally tested which characteristics of “academic language” cause difficulties for children with a migration background and/or children from educationally disadvantaged families. Building on that, (…) test items were developed to examine students’ abilities in “academic language”. These test items aim to test the comprehension of language characteristics that are discussed as characteristics of “academic language” in the literature. To examine the importance of different lexical and grammatical requirements for text comprehension, listening comprehension items were developed and tested that systematically differ in difficulty of vocabulary and complexity of grammar. Furthermore, items capturing the comprehension of connectors were developed and tested. All developed items were applied in the main study with 1,200 second and third graders. Besides, (…) we began exploratory work for measuring general “academic language” vocabulary. (…) According to our expectations, the results of the psychological/ educational sciences sub-project showed that children with a non-German home language showed lower achievements in listening comprehension of German texts than children with German home language. This holds true for texts with demanding vocabulary and grammar but also, to a similar extent, for simpler texts, which are easier to comprehend for all children. Not only children with a non-German home language, but also children from socially disadvantaged families showed limitations in listening comprehension independently from their linguistic background. (IQB) The available data set is a partial data set of the joint project BiSpra, which was created in the Bamberg sub-project. The data was collected in NRW. The data from the Berlin sub-project cannot be made available for re-use for data protection reasons. The data from the linguistic, Hamburg sub-project are located at the Hamburg Centre for Language Corpora <a href="https://corpora.uni-hamburg.de/drupal/" target="_blank">(HZSK)</a> at the University of Hamburg.

  • Research Design: Quasi-Experimental Design
  • Sample: Students in grade 2 and 3 N=1,194) (Berlin n=635, Köln n=559); Classes (N=35); Schools (N=11)
  • DOI: 10.5159/IQB_BiSpra_1_v1
  • Restrictions: No

  • Individual and Institutional Background
    • Socio-demographic Background
      • Migration Background
        • Country of birth father
        • Country of birth mother
        • Country of birth child
        • Stay in Germany
        • Country of birth grandparents
        • First language: father
        • First language: mother
        • First language: child
        • Language use
      • Cultural Capital
        • Possession of books
        • Wealth assets
      • Individual Characteristics
        • Sex
        • Year of birth
        • Month of birth
      • Family Background
        • Occupation of parents
        • Parents' employment status
        • Occupational position of parents
        • Vocational training of parents
        • Graduation qualifications of parents
        • Schooling of parents
    • Personal Characteristics
      • Receptive language competence: German
      • Productive language competence: German
      • Receptive language competence: other first languages
      • Productive language competence: other first languages
      • Speech therapy treatment child
      • Hearing disorder child
      • Hearing aid child
      • Diagnosed disorders (child)
    • Educational Biography
      • Preschool care
      • Speech therapy treatment child
    • Leisure Time Behavior and Media Use
      • Reading and Writing Habits
        • Reading habits
        • Reading habits of parents
    • Home Learning Environment
      • Activities with child
      • Language activity
      • Home Learning Support
        • Support measures
      • Parental Educational Aspirations
        • Educational aspirations of parents
  • Individual and Institutional Background
    • Socio-demographic Background
      • Migration Background
        • German language skills
    • Personal Characteristics
      • Learning and Performance-related Attitudes
        • Language support needs of the child
    • Educational Biography
      • School grades
  • School Effects
    • Cognitive Learning Outcomes
      • School grades
      • German language skills
  • Individual and Institutional Background
    • Socio-demographic Background
      • Migration Background
        • Language other than German
        • Languages
      • Individual Characteristics
        • Sex
        • Age

  • Domain-Specific Cognitive Competencies
    • Linguistic Competence
      • Test Instrument Language
        • TROG-D - Test zur Überprüfung des Grammatikverständnisses
        • WWT 6-10 - Wortschatz- und Wortfindungstest für 6- bis 10-Jährige
          • WWTrezeptiv
        • in-house development
          • BiSpra-Text
          • BiSpra-Satz
          • BiSpra-Wort
      • German Language
        • Grammar comprehension
        • Receptive
          • Reading
            • Reading comprehension
            • Grammar and semantics
          • Listening Comprehension
            • Listening comprehension text version
            • Functional-integrative listening comprehension
          • Vocabulary, passive (Lexicology)
            • Connector Understanding
            • Vocabulary and word-finding test
  • Cross-Domain Cognitive Skills
    • Phonological working memory
    • Nonverbal basic cognitive skills
    • nonverbal intelligence
    • Test Instrument Intelligence
      • CFT 20-R - Grundintelligenztest
        • CFT 1
      • KABC-II - Kaufman-Assessment Battery for Children
        • Repeating numbers
Apply for Scientific Use Files
Data Set Published on
June 17, 2016
Current Version Available Since
June 17, 2016
Survey Period
2011, 2012
Sample
Students in grade 2 and 3 N=1,194) (Berlin n=635, Köln n=559); Classes (N=35); Schools (N=11)
Survey Unit
  • Parents
  • Teachers
  • Students
Measured Competencies
Listening Comprehension, Connector Understanding, Vocabulary, Grammar, Phonological Working Memory
Region
Berlin, North Rhine-Westphalia
Principal Investigators
  • Stanat, Prof. Dr. Petra
  • Weinert, Prof. Dr. Sabine
Data Producers
  • Otto-Friedrich-Universität Bamberg
  • Weinert, Prof. Dr. Sabine
Funded by
Related Studies
Suggested Citation

Data set:

Weinert, S., Stanat, P., Heppt, B., Berendes, K., & Dragon, N. (2016). Bildungssprachliche Kompetenzen (BiSpra I) - Anforderungen, Sprachverarbeitung und Diagnostik [Academic Language Competencies - Affordances, Language Processing, and Diagnostics (BiSpra I)] (Version 1) [Data set]. Berlin: IQB – Institut zur Qualitätsentwicklung im Bildungswesen. http://doi.org/10.5159/IQB_BiSpra_1_v1

Final Report:

Weinert, S., Stanat, P., Redder, A., Dragon, N., Heppt, B., & Uesseler. S. (2014). Verbundvorhaben: Bildungssprachliche Kompetenzen (BiSpra): Anforderungen, Sprachverarbeitung und Diagnostik [Academic Language Competencies (BiSpra): Affordances, Language Processing, and Diagnostics]. Schlussbericht [Final Report] 2013. Bamberg u. a.: Otto-Friedrich-Universität Bamberg u. a. [Bamberg et al.: University of Bamberg et al.]

Codebook:

Heppt, B., Berendes, K., Weinert, S., & Stanat, P. (2016). Bildungssprachliche Kompetenzen (BiSpra I): Anforderungen, Sprachverarbeitung und Diagnostik. Skalenhandbuch zur Dokumentation der Erhebungsinstrumente [Academic Language Competencies (BiSpra I): Affordances, Language Processing, and Diagnostics. Codebook]. Bamberg u. a.: Otto-Friedrich-Universität Bamberg u. a. [Bamberg et al.: University of Bamberg et al.]

Restriction Notice

The available data set is a partial data set of the joint project BiSpra, which was created in the Bamberg sub-project. The data was collected in NRW. The data from the Berlin sub-project cannot be made available for re-use for data protection reasons. The data from the linguistic, Hamburg sub-project are located at the Hamburg Centre for Language Corpora (HZSK) at the University of Hamburg.

Users of the data set should always cite the scale manual and the final report. In addition, there is a requirement that the data user must note the following in a footnote: "The data were collected as part of the BiSpra I project (Head: S. Weinert, P. Stanat; funded by BMBF)."

Blank data sets

For a first overview of the data set and its variables, dummy data sets containing the variables used and the value labels relating to them are provided for download here.

BiSpra I

Documentation

Here you can find further documentation:

BiSpra I Scaling Manual
BiSpra I Final Report

Literature

Selected literature is listed here.

BiSpra I Literature (.bib)

2017

Knoepke, J., Richter, T., Isberner, M.-B., Naumann, J., Neeb, Y., & Weinert, S. (2017). Processing of positive-causal and negative-causal coherence relations in primary school children and adults: a test of the cumulative cognitive complexity approach in German. Journal of child language, 44(2), 297–328. https://doi.org/10.1017/S0305000915000872

Schuth, E., Köhne, J., & Weinert, S. (2017). The influence of academic vocabulary knowledge on school performance. Learning and Instruction, 49, 157–165. https://doi.org/10.1016/j.learninstruc.2017.01.005

Weinert, S. (2017). Sprachliche Bildung – Sprache in der Bildung. In W. Thielmann, C. Trautmann, A. Krause, & G. Lehmann (Eds.), Form und Funktion. Stauffenburg Verlag.

2016

Heppt, B. (2016). Verständnis von Bildungssprache bei Kindern mit deutscher und nicht-deutscher Familiensprache [Dissertation, Humboldt-Universität zu Berlin]. https://doi.org/10.18452/17534

Heppt, B., Berendes, K., Weinert, S., & Stanat, P. (2016). Bildungssprachliche Kompetenzen (BiSpra I): Anforderungen, Sprachverarbeitung und Diagnostik. Skalenhandbuch zur Dokumentation der Erhebungsinstrumente.

Heppt, B., Henschel, S., & Haag, N. (2016). Everyday and academic language comprehension: Investigating their relationships with school success and challenges for language minority learners. Learning and Individual Differences, 47, 244–251. https://doi.org/10.1016/j.lindif.2016.01.004

Weinert, S. (2016). Natürliche Sprache(n) und Formelsprache(n) in der Bildung. In J. Kilian, B. Brouër, & D. Lüttenberg (Eds.), Handbuch Sprache in der Bildung (pp. 3–24). De Gruyter.

2015

Dragon, N., Berendes, K., Weinert, S., Heppt, B., & Stanat, P. (2015). Ignorieren Grundschulkinder Konnektoren? – Untersuchung einer bildungssprachlichen Komponente. Zeitschrift für Erziehungswissenschaft, 18(4), 803–825. https://doi.org/10.1007/s11618-015-0640-8

Fornol, S., Heppt, B., Sutter, S., Hartinger, A., Rank, A., & Wildemann, A. (2015). Entwicklung und Erfassung bildungssprachlicher Merkmale: Forschungserkenntnisse und Perspektiven. In K. Liebers, B. Landwehr, A. Marquardt, & K. Schlotter (Eds.), Lernprozessbegleitung und adaptives Lernen in der Grundschule (pp. 157–168). Springer VS. https://doi.org/10.1007/978-3-658-11346-9_19

Heppt, B., Haag, N., Böhme, K., & Stanat, P. (2015). The Role of Academic-Language Features for Reading Comprehension of Language-Minority Students and Students from Low-SES Families. Reading Research Quarterly, 50(1), 61–82 (22 Seiten). https://doi.org/10.1002/rrq.83

Heppt, B., Schuth, E., Weinert, S., & Stanat, P. (2015). Bedeutung und Erfassung bildungssprachlicher Fähigkeiten bei Grundschulkindern. In A. Redder & S. Lambert (Eds.), Forschungsinitiative Sprachdiagnostik und Sprachförderung (pp. 24–26). FiSS-Koordinierungsstelle.

Köhne, J., Kronenwerth, S., Redder, A., Schuth, E., & Weinert, S. (2015). Bildungssprachlicher Wortschatz - linguistische und psychologische Fundierung und Itementwicklung. In A. Redder & S. Lambert (Eds.), Forschungsinitiative Sprachdiagnostik und Sprachförderung (pp. 67–92). FiSS-Koordinierungsstelle.

Köhne, J., Schuth, E., Heppt, B., Weinert, S., & Stanat, P. (2015). Bildungssprachliche Kompetenzen von Kindern im Grundschulalter. In A. Redder & S. Lambert (Eds.), Forschungsinitiative Sprachdiagnostik und Sprachförderung (pp. 16–19). FiSS-Koordinierungsstelle.

Schuth, E., Heppt, B., Köhne, J., Weinert, S., & Stanat, P. (2015). Die Erfassung schulisch relevanter Sprachkompetenzen bei Grundschulkindern – Entwicklung eines Testinstruments. In A. Redder & S. Lambert (Eds.), Forschungsinitiative Sprachdiagnostik und Sprachförderung (pp. 73–92). FiSS-Koordinierungsstelle.

2014

Ebert, S., Köhne, J., & Weinert, S. (2014). Mit Worten Türen öffnen! uni.vers, 42–45.

Heppt, B., Stanat, P., Dragon, N., Berendes, K., & Weinert, S. (2014). Bildungssprachliche Anforderungen und Hörverstehen bei Kindern mit deutscher und nicht-deutscher Familiensprache. Zeitschrift für Pädagogische Psychologie, 28(3), 139–149. https://doi.org/10.1024/1010-0652/a000130

2013

Berendes, K., Dragon, N., Weinert, S., Heppt, B., & Stanat, P. (2013). Hürde Bildungssprache? Eine Annäherung an das Konzept „Bildungssprache“ unter Einbezug aktueller empirischer Forschungsergebnisse. In A. Redder (Ed.), Sprachförderung und Sprachdiagnostik (pp. 17–41). Waxmann.

Haag, N., Heppt, B., Stanat, P., Kuhl, P., & Pant, H. A. (2013). Second language learners' performance in mathematics: Disentangling the effects of academic language features. Learning and Instruction, 28, 24–34.

Redder, A. (Ed.). (2013). Sprachförderung und Sprachdiagnostik: Interdisziplinäre Perspektiven. Waxmann.

Redder, A., & Weinert, S. (2013). Sprachliche Handlungsfähigkeiten im Fokus von FiSS: Zur Einleitung in den Sammelband. In A. Redder (Ed.), Sprachförderung und Sprachdiagnostik (pp. 7–16). Waxmann.

Weinert, S., Stanat, P., Redder, A., Dragon, N., Heppt, B., & Uesseler, S. (2013). Verbundvorhaben: Bildungssprachliche Kompetenzen (BiSpra): Anforderungen, Sprachverarbeitung und Diagnostik: Forschungsvorhaben im Rahmen des Programms des Bundesminsteriums für Bildung und Forschung zur Förderung der empirischen Bildungsforschung im Bereich Sprachdiagnostik/Sprachföderung FiSS (1. Förderphase). Schlussbericht. Otto-Friedrich-Universität. https://doi.org/10.2314/GBV:797960236

2012

Heppt, B., Dragon, N., Berendes, K., Stanat, P., & Weinert, S. (2012). Beherrschung von Bildungssprache bei Kindern im Grundschulalter. Diskurs Kindheits- und Jugendforschung, 7(3), 349–356. http://www.budrich-journals.de/index.php/diskurs/article/view/9177/7915