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Department of Educational Sciences and Psychology

Tuesdays for Education 5.11. – Conditions for reading literacy

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Gruppenbild von Grundschulkindern im Klassenraum, die zur Kamera lächeln mit dem Banner Tuesdays for Education darunter © stock.adobe.com​/​Monkey Business

To improve reading skills, vocabulary and decoding skills must be promoted and family-related differences must be compensated for more effectively.

Current analyses by the Center for Research on Education and School Development at TU Dortmund University based on representative data from the Progress in International Reading Literacy Study point to two important findings: Vocabulary and decoding ability are central to reading competence at the end of fourth grade for all groups of students studied. Motivational characteristics, on the other hand, show fewer correlations. Further analyses make it clear that the European school systems are not sufficiently successful in effectively compensating for differences in family-related starting conditions. Despite slight compensation in some countries, there is an overall accumulation of family origin effects.

Further information can be found in the press release and in the report.