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@article{Hurlimann.2025,
 author = {Hürlimann, Franziska and Lüdtke, Oliver and Schmerse, Daniel},
 year = {2025},
 title = {{Language in good company: Unraveling peer effects on language development in early education using integrative data analysis of six German studies}},
 issn = {0022-0663 1939-2176},
 journal = {{Journal of Educational Psychology}},
 doi = {10.1037/edu0000977}
}


@article{Ebert.2014,
 author = {Ebert, Susanne and Köhne, Judith and Weinert, Sabine},
 year = {2014},
 title = {{Mit Worten Türen öffnen!}},
 pages = {42--45},
 journal = {uni.vers}
}


@incollection{Schuth.2015,
 author = {Schuth, Elisabeth and Heppt, Birgit and Köhne, Judith and Weinert, Sabine and Stanat, Petra},
 title = {{Die Erfassung schulisch relevanter Sprachkompetenzen bei Grundschulkindern – Entwicklung eines Testinstruments}},
 pages = {73--92},
 publisher = {FiSS-Koordinierungsstelle},
 editor = {Redder, Angelika and Lambert, S.},
 booktitle = {{Forschungsinitiative Sprachdiagnostik und Sprachförderung}},
 year = {2015},
 address = {Hamburg}
}


@incollection{Kohne.2015,
 author = {Köhne, Judith and Kronenwerth, S. and Redder, Angelika and Schuth, Elisabeth and Weinert, Sabine},
 title = {{Bildungssprachlicher Wortschatz - linguistische und psychologische Fundierung und Itementwicklung}},
 pages = {67--92},
 publisher = {FiSS-Koordinierungsstelle},
 editor = {Redder, Angelika and Lambert, S.},
 booktitle = {{Forschungsinitiative Sprachdiagnostik und Sprachförderung}},
 year = {2015},
 address = {Hamburg}
}


@article{Dragon.2015,
 author = {Dragon, Nina and Berendes, Karin and Weinert, Sabine and Heppt, Birgit and Stanat, Petra},
 year = {2015},
 title = {{Ignorieren Grundschulkinder Konnektoren? – Untersuchung einer bildungssprachlichen Komponente}},
 pages = {803--825},
 volume = {18},
 number = {4},
 issn = {1434-663X},
 journal = {{Zeitschrift für Erziehungswissenschaft}},
 doi = {10.1007/s11618-015-0640-8}
}


@misc{Stanat.2017,
 author = {Stanat, Petra and Schuth, Elisabeth and Heppt, Birgit and Redder, Angelika and Weinert, Sabine},
 date = {2017},
 title = {{Bildungssprachliche Kompetenzen (BiSpra): Anforderungen, Sprachverarbeitung und Diagnostik (Verbundvorhaben) : Forschungsvorhaben im Rahmen des Programms des Bundesministeriums für Bildung und Forschung zur Förderung der empirischen Bildungsforschung im Bereich Sprachdiagnostik/Sprachförderung FiSS (2. Förderphase) : Schlussbericht 2016}},
 publisher = {{Humboldt-Universität zu Berlin}},
 doi = {10.2314/GBV:896641961}
}


@misc{Heppt.2019,
 author = {Heppt, Birgit and Theisen, Elisabeth and Weinert, Sabine and Stanat, Petra},
 date = {2019},
 title = {{Bildungssprachliche Kompetenzen (BiSpra II): Anforderungen, Sprachverarbeitung und Diagnostik: Skalenhandbuch zur Dokumentation der Erhebungsinstrumente der Validierungsstudie}},
 address = {Bamberg},
 institution = {{Otto-Friedrich-Universität Bamberg}}
}


@article{Heppt.2014,
 author = {Heppt, Birgit and Stanat, Petra and Dragon, Nina and Berendes, Karin and Weinert, Sabine},
 year = {2014},
 title = {{Bildungssprachliche Anforderungen und Hörverstehen bei Kindern mit deutscher und nicht-deutscher Familiensprache}},
 pages = {139--149},
 volume = {28},
 number = {3},
 issn = {1010-0652 1664-2910},
 journal = {{Zeitschrift für Pädagogische Psychologie}},
 doi = {10.1024/1010-0652/a000130}
}


@article{Heppt.2019b,
 author = {Heppt, Birgit and Eglinsky, Jenny and Volodina, Anna},
 year = {2019},
 title = {{Der Bildungssprachtest BiSpra 2-4: Erfassung bildungssprachlicher Kompetenzen bei Kindern im Grundschulalter}},
 url = {https://biss-sprachbildung.de/wp-content/uploads/2019/11/biss-journal-11-november-2019.pdf},
 urldate = {16.02.2021},
 pages = {23--26},
 number = {11},
 journal = {{BiSS-Journal}}
}


@article{Volodina.2020,
 abstract = {Language development is not completed when children enter primary school. As the comprehension of connectives (such as although, despite) is important for understanding and producing academic texts and, thus, relevant for school success, we investigated its development and influential factors across primary school age on the basis of a newly developed and validated test instrument. Drawing on a German sample of N = 627 children (57.6 {\%} language minority learners) in Grades 2 to 4, results of growth curve models showed students’ initial level of the comprehension of connectives to be negatively related to its growth rate. Additional analyses revealed this association to be due mainly to parental socioeconomic status (SES) rather than children’s language background. Particularly, parental SES and children’s receptive grammar impacted initial level as well as growth rate of connective comprehension. Our results indicate the need for early and continuous sensitization of children for the register of academic language especially in the group of children from low socioeconomic background.},
 author = {Volodina, Anna and Weinert, Sabine},
 year = {2020},
 title = {{Comprehension of Connectives: Development Across Primary School Age and Influencing Factors}},
 keywords = {Academic language;Connectives;latent growth curve models;Primary school age;Socioeconomic status},
 pages = {814},
 volume = {11},
 issn = {1664-1078},
 journal = {{Frontiers in Psychology}},
 doi = {10.3389/fpsyg.2020.00814},
 file = {Volodina, Weinert 2020 - Comprehension of Connectives:Attachments/Volodina, Weinert 2020 - Comprehension of Connectives.pdf:application/pdf}
}


@article{Heppt.2020,
 author = {Heppt, Birgit and Volodina, Anna and Eglinsky, Jenny and Stanat, Petra and Weinert, Sabine},
 year = {2020},
 title = {{Faktorielle und kriteriale Validität von BiSpra 2 – 4}},
 pages = {1--12},
 volume = {5},
 number = {2},
 issn = {0012-1924},
 journal = {{Diagnostica}},
 doi = {10.1026/0012-1924/a000259}
}


@article{Heppt.2020b,
 abstract = {Acquiring academic language proficiency is considered especially challenging for dual language learners (DLLs), yet research on potential differences in the development of academic language skills of DLLs and their monolingual peers is scarce. Based on a repeated-measures design with two starting cohorts, the present study examines the development of academic language comprehension of German monolinguals and DLLs from Grade 2 to 3 and from Grade 3 to 4 (initial N~=~560; Mage~=~8.87~years, SDage~=~.73). When controlling for students’ gender, socioeconomic and educational family background as well as general language skills, German monolinguals showed larger learning gains in academic language comprehension than DLLs from Grade 2 to 3, but not from Grade 3 to 4.},
 author = {Heppt, Birgit and Stanat, Petra},
 year = {2020},
 title = {{Development of academic language comprehension of German monolinguals and dual language learners}},
 url = {https://www.sciencedirect.com/science/article/pii/S0361476X20300333},
 keywords = {Academic language;Bilingualism;Dual language learners;elementary school;Second language learning},
 pages = {101868},
 volume = {62},
 issn = {0361476X},
 journal = {{Contemporary Educational Psychology}},
 doi = {10.1016/j.cedpsych.2020.101868}
}


@book{Heppt.2020c,
 author = {Heppt, Birgit and Köhne-Fuetterer, Judith and Eglinsky, Jenny and Volodina, Anna and Stanat, Petra and Weinert, Sabine},
 year = {2020},
 title = {{BiSpra 2-4: Test zur Erfassung bildungssprachlicher Kompetenzen bei Grundschulkindern der Jahrgangsstufen 2 bis 4}},
 url = {https://books.google.de/books?id=zJ0GEAAAQBAJ},
 publisher = {Waxmann},
 isbn = {9783830991755}
}


@article{Volodina.2021,
 abstract = {The comprehension of connectives, which still develops across primary school age, is an important facet of academic language proficiency. We investigated relations between the comprehension of connectives and school performance in primary school. Drawing on two cohorts with a total of 294 students and two measurement points either in Grades 2 and 3 (Cohort 1; n = 139) or in Grades 3 and 4 (Cohort 2; n = 155), we found positive effects of children's performance on a newly developed test on the comprehension of connectives on reading comprehension and mathematics one year later while considering, amongst others, the families' socioeconomic status, children's nonverbal cognitive abilities, and receptive grammar. Overall, data showed even more pronounced effects of the comprehension of connectives on test scores compared to school grades. Results are discussed with respect to the specific importance of the comprehension of connectives for school performance in primary school.},
 author = {Volodina, Anna and Heppt, Birgit and Weinert, Sabine},
 year = {2021},
 title = {{Relations between the comprehension of connectives and school performance in primary school}},
 url = {https://www.sciencedirect.com/science/article/pii/S0959475220307258},
 keywords = {Academic language;Connectives;primary school;school achievement;School grades},
 pages = {101430},
 volume = {74},
 issn = {09594752},
 journal = {{Learning and Instruction}},
 doi = {10.1016/j.learninstruc.2020.101430}
}


@incollection{Heppt.2024,
 author = {Heppt, Birgit and Volodina, Anna},
 title = {{Diagnostik bildungssprachlicher Kompetenzen mit BiSpra 2–4: Grundlagen der Testentwicklung und empirische Befunde zu einsprachigen und mehrsprachigen Lernenden}},
 pages = {239--271},
 publisher = {{Springer Fachmedien Wiesbaden}},
 isbn = {978-3-658-43736-7},
 series = {{Sprachsensibilität in Bildungsprozessen}},
 editor = {Goschler, Juliana and Rosenberg, Peter and Woerfel, Till},
 booktitle = {{Empirische Zugänge zu Bildungssprache und bildungssprachlichen Kompetenzen}},
 year = {2024},
 address = {Wiesbaden},
 doi = {10.1007/978-3-658-43737-4{\textunderscore }10}
}


@article{Volodina.2020b,
 abstract = {Academic language has been shown to significantly contribute to success across school subjects. However, to date, there are no empirical studies addressing its development across primary school age. The present study investigated the growth of academic vocabulary and influential conditions from Grades 2 to 4 based on a newly developed and validated test instrument. Drawing on a German sample of 472 children (N = 281 language minority learners) we found evidence of a Matthew effect with the group of language minority learners showing both lower initial level and lower growth rates compared to their monolingual peers. In addition, results of simple and full conditional growth curve models underline the significant impact of family background (parental education, books at home) and of children's nonverbal cognitive abilities on the intercept as well as the growth of academic vocabulary, thereby supporting the assumption of an additional Matthew effect according to family background, particularly in monolingual majority language children. Our results indicate the need for an early promotion of the register of academic language in monolingual as well as language minority students. (PsycInfo Database Record (c) 2020 APA, all rights reserved).},
 author = {Volodina, Anna and Weinert, Sabine and Mursin, Katharina},
 year = {2020},
 title = {{Development of academic vocabulary across primary school age: Differential growth and influential factors for German monolinguals and language minority learners}},
 keywords = {Child;Child Language;Female;Germany;Humans;Male;Minority Groups;Multilingualism;Schools;Vocabulary},
 pages = {922--936},
 volume = {56},
 number = {5},
 journal = {{Developmental psychology}},
 doi = {10.1037/dev0000910}
}


@incollection{Berendes.2013,
 author = {Berendes, Karin and Dragon, Nina and Weinert, Sabine and Heppt, Birgit and Stanat, Petra},
 title = {{Hürde Bildungssprache? Eine Annäherung an das Konzept „Bildungssprache“ unter Einbezug aktueller empirischer Forschungsergebnisse}},
 pages = {17--41},
 publisher = {Waxmann},
 isbn = {978-3-8309-2911-6},
 editor = {Redder, Angelika},
 booktitle = {{Sprachförderung und Sprachdiagnostik}},
 year = {2013},
 address = {Münster and München}
}