Förderung der Lesekompetenz mittels Reciprocal Teaching – auch in der beruflichen Bildung ein Erfolg?

Abstract

Several empirical studies have shown that reading competence is an important predictor for the development of professional competences. As low levels of reading competence apparently can be a serious obstacle to students’ professional competence development, corresponding training programs are placed on the agenda of vocational schools. Findings from the field of general education indicate that Reciprocal Teaching is a very effective approach to teaching reading comprehension. So far researchers were unable to replicate these findings in vocational whole-class settings. Small intervention effects were exclusively observed among students with a very low level of reading competence. Possible reasons for these mostly unsatisfying results include the specific conditions in vocational schools, the duration of the interventions or a sub-optimal quality of implementation. The setting of the intervention study presented in this article was adapted accordingly, i.e. small groups were established within the classes, the intervention was carried out over a longer period and measures for improving implementation quality were taken. In order to compare training effects between different school types, classes of prevocational training year (BVJ), basic vocational training year (BEJ), full-time vocational school and part-time vocational school were included in the study. The article gives an overview of the findings related to the students’ average entry levels, their reading competence development and motivational development.