IGLU study 2006

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The 2006 IGLU study is an IGLU study for Germany from the 2006 calendar year.

The 2006 study

With PIRLS (Progress in International Reading Literacy Study) / IGLU (International Elementary School Reading Study) 2006, the reading comprehension of fourth grade pupils is tested in an international comparison. IGLU-E 2006 is a national expansion study in which all German federal states participate. IGLU-E 2006 will provide in-depth knowledge of the new school entry phase, all-day school offers and the use of new media in schools and in the subject “German” lessons, the sociocultural backgrounds of the students and their self-reading concept as well as specific support offers in reading for boys.

PIRLS is a study by the International Association for the Evaluation of Educational Achievement (IEA). The IEA delegated overall responsibility for the international organization of PIRLS in 2006 to Boston College Chestnut Hill, MA, USA. The international data set is processed at the IEA Data Processing Center (DPC) in Hamburg.

In Germany, IGLU 2006 and IGLU-E 2006 are carried out under the scientific direction of Wilfried Bos at the Institute for School Development Research (IFS) at the Technical University of Dortmund . Sabine Hornberg is entrusted with the project management and coordination. Germany participated in PIRLS / IGLU back in 2001, also under the direction of Wilfried Bos.

IGLU 2006 is significantly funded by the Federal Ministry of Education and Research and the Ministers of Culture of the federal states in the Federal Republic of Germany. And IGLU-E 2006 is again being funded by the state ministers of education.

Results of the 2006 study and discussion

Criticism of the teacher recommendation

The teacher recommendation was criticized with reference to the IGLU study. The teacher's recommendation only partially corresponds to the competences measured at IGLU (competencies in the area of ​​spelling).

Level 1 (very poor spelling) Competence level 2 Competency level 3 Competence level 4 (very good spelling)
Teacher recommendation for secondary school 75.4% 56.8% 25.6% 5.8%
Teacher recommendation for secondary school 22.1% 36.0% 41.8% 18.2%
Teacher recommendation for high school 2.5% 7.1% 32.7% 76.0%

Relationship between grade and performance

The IGLU study was able to prove that there is a connection between grade and performance, but that it is by no means perfect.

Level 1 (very poor spelling) Competence level 2 Competency level 3 Competence level 4 (very good spelling)
Spelling Note 1 0% 0% 1.8% 30.7%
Spelling Note 2 0% 2.5% 42.9% 54.7%
Spelling Note 3 6.5% 23.8% 34.0% 14.7%
Spelling Note 4 35.5% 46.7% 18.1% 0%
Spelling Note 5 48.4% 22.1% 2.9% 0%
Spelling Note 6 9.7% 4.9% 0.3% 0%

There are no uniform rules for grading spelling and which aids are permitted for dictation. In addition, there are inconsistent rules on how children with learning difficulties and dyslexics should be graded. The grade allows a comparison of children within school classes, but it is less easy to compare between two schools or even between schools in different federal states.

Social origin of poorly performing students

The IGLU study also looked at the social origins of underperforming students. In the IGLU study, a student who was unable to understand short sentences in a meaningful way was considered to be underperforming. This was the case for 10.3% of the children in the fourth grade.

Overall, it was only 3% of college graduate children but 20% of unskilled workers' children who did.

Social selection

This study compared reading skills and reading comprehension of fourth graders. According to this study published in 2003 , the abilities of German (elementary) schoolchildren are in the upper middle range in an international comparison. After the sobering results of the PISA studies , this was seen as a surprise. In particular, there were discussions as to whether there were serious problems in the German school system between the fourth grade (examined by IGLU) and the eighth grade (examined by PISA). Above all, the intervening change of school and the division into the three-tier school system were discussed as possible causes. The second study, published in 2004 , sparked discussion about teachers' school career recommendations. It became clear that, even with the same basic cognitive skills and reading skills, the odds ratios for children from the two upper classes were 2.63 times as high as for a child from a household from lower classes. Even children whose parents were born in Germany were preferred by the teachers with the same reading skills (odds ratios: 2.11). The LAU study , the PISA study and the AWO study also came to similar results .

High school recommendations:

Minimum number of points (reading competence) for the transition to grammar school according to the opinion ...
(values ​​from 2001 in brackets)

... the children's teacher ... the parents of the children
Upper-class children 537 (551) 498 (530)
Children from the lower service class 569 (565) 559 (558)
Children of parents from the profession of circular services 582 (590) 578 (588)
Children of self-employed 580 (591) 556 (575)
Children of skilled workers and executives 592 (603) 583 (594)
Children of unskilled and semi-skilled workers and farm workers 614 (601) 606 (595)

Reading aid for the table: Children from the upper classes who received a recommendation from the teacher for high school scored an average of 537 points in an independent test on reading competence.

The result of the 2007 IGLU study regarding the recommendation for high schools points to social injustices:

  • Teachers recommend children from the top layer to high school with 537 points; However, children of unskilled and semi-skilled workers must achieve 614 points for this
  • Parents from this top service class (big business, senior administration ...) already see their children as suitable for high school if they only achieve 498 points; Workers do not want to send their children to high school until they reach 606 points.
  • Contrary to a widespread prejudice, it is not primarily workers who do not want to send their children to high school (already at 606 points), but teachers (only from 614 points).
  • While the required number of points for a high school recommendation has decreased for all children, it has increased for children from the lowest class. It should be noted that the hurdle for teachers to transition to high school compared to children from the lower class has risen more sharply than for unskilled and semi-skilled workers. The hurdle for children from the highest group of origin has fallen dramatically, both for teachers and even more so for parents.
  • Academics prevail over teachers better than workers when they want to send their children to high school.

So while children from the upper layer only have to reach competence level III ("Finding relevant details in the text and relating them to each other") to switch to grammar school, children from the lowest layer need the highest competence level (competence level V: "Abstract, generalize and justify preference ") for the same high school recommendation.

Participating States PIRLS / IGLU 2001 and 2006

A total of 42 countries are taking part in PIRLS 2006. All 16 federal states take part in IGLU and IGLU-E 2006 in Germany.

PIRLS 2001 and PIRLS 2006 (28 states)

Bulgaria Germany United Kingdom France Hong Kong Iran Iceland
Israel Italy Canada Kuwait Latvia Lithuania Morocco
Macedonia Moldova New Zealand Netherlands Norway Romania Russia
Scotland Sweden Singapore Slovakia Slovenia Hungary United States

PIRLS 2001 only (7 states)

Argentina Belize Greece Colombia Czech Republic Turkey Cyprus

PIRLS 2006 only (14 states)

Belgium (Fl) Belgium (Fr.) China Denmark Georgia Indonesia Luxembourg
Austria Poland Qatar Spain South Africa Taipei Trinidad and Tobago

Framework conditions and reading performance of primary school children - what do primary schools do? (As of 2006)

Wilfried Bos, Sabine Hornberg, Karl-Heinz Arnold, Gabriele Faust, Lilian Fried, Eva-Maria Lankes, Knut Schwippert, Renate Valtin:

The International Primary School Reading Survey (IGLU / PIRLS) and its national expansion (IGLU-E) in 2006

From April 24th to June 2nd, 2006, by resolution of the Conference of Ministers of Education and Cultural Affairs on March 4th, 2004, Germany will again take part in IGLU, the international primary school reading study, together with 41 other countries. In Germany, this study is supplemented by a national expansion study (IGLU-E) in order to gain in-depth knowledge of the new school entry level and all-day offers at schools, the use of new media and the self- reading concept of pupils as well as the promotion of reading for boys. This article provides information on:

  • the educational background of the study
  • the framework and the goals
  • References to other school achievement studies in Germany
  • the current status of implementation.

Priorities (IGLU-E 2006)

In addition to the international IGLU study, a national extension (IGLU-E 2006) is taking place in Germany on behalf of the Standing Conference. In this context, on the one hand, a comparison of the reading performance of primary school children in the federal states is carried out at the end of the fourth grade; on the other hand, new, local school and teaching developments are set to focus. These new priorities are:

Children's reading self-concept

It is part of the verbal self-concept and is particularly important in the first years of school. For example, negative feedback on reading skills that occurs early on impairs the reading-related self-concept and can lead to considerable motivational problems (Chapman, Tunmer & Prochnow 2000). Pupils with high self-reading concepts show a greater interest in reading and a greater willingness to want to understand texts (cf. Henk & Melnick, 1992). Interest in reading and readiness-to-read effort are in turn important determinants of reading performance and are therefore important for the development and promotion of reading skills.

Specific support offers for boys

On average, boys have lower reading skills than girls and prefer other texts. Against this background, the IGLU 2006 study examines the extent to which teachers take into account the reading skills and reading preferences of boys and how this relates to the development of their reading skills.

Digital media

They are increasingly part of the everyday life of children, both as an entertainment medium as well as a work and learning medium (Medienpädagogischer Forschungsverbund Südwest 2005). In conjunction with other media, computers and the Internet are used more and more frequently in lessons. In addition to new forms of learning to read and write, German lessons offer opportunities to support children with reading and spelling difficulties and new ways to support stronger students with special material and writing interests. IGLU 2006 examines the extent to which digital media are used in German lessons to develop reading and spelling skills.

The new school entry phase

A reformed school entry phase has been introduced since the beginning of the 1990s, initially as an experiment and now as a standard model in four federal states. It accepts all school-age children and those children whose parents wish to start school early, without prior determination of their ability to attend school, in learning groups, some of which are cross-year. The IGLU 2006 study asks about the implementation of the new school entry phase and relates it to the reading skills of fourth graders who began their school career under these conditions.

All day offers

Since 2003, all-day offers at schools have been funded by the federal government's “Future Education and Care” investment program. All-day schools and schools with an all-day offer have different rhythms of the school day and specific offers, for example in the area of ​​homework supervision. They develop new forms of cooperation and teaching and promote collaboration with institutions in their immediate vicinity, to name just a few examples. So far, there are no reliable findings on the effect of all-day offers in primary schools.

The socio-cultural background of the families

Generally, the socio-cultural background is recorded using variables of family income, the educational qualifications of the parents, the occupation practiced by the father or mother and the families' migration background. According to more recent models, however, in addition to these characteristics, other cultural and social conditions of the families should also be taken into account, since here, too, a clear influence on the skills development of the children can be assumed.

The institute for quality development in education and the implementation of the field test to standardize the transnational educational standards in German and mathematics following the IGLU 2006

The Institute for Quality Development in Education (IQB) is an interdisciplinary institution at the interface between science and school practice. It supports the work of the federal states in the Federal Republic of Germany to secure and improve returns to education in the school system.

The primary task of the IQB is to standardize, illustrate and develop the international educational standards. It is also a concern of the IQB to support schools in implementing educational standards in the classroom. The IQB works in close coordination with the countries and cooperates with nationally and internationally recognized experts as well as with institutions. The work and results of the IQB are made available to the federal states, schools and the public.

Since the 2005/2006 school year, the transnational educational standards have formed the basis for specialist teaching in German and mathematics in primary schools. Educational standards formulate requirements for students that should be acquired by the end of the fourth grade. The orientation of the lessons to the educational standards should ensure that pupils in the elementary school are prepared even better than before for the further educational career.

The Institute for Quality Development in Education (IQB) was commissioned by the Standing Conference in 2004 to review the educational standards and to develop them further on the basis of validated tests. In the future, it should be possible to objectively assess the skills that children have acquired in class. For this purpose, large collections of test items are created in cooperation with the IQB, teachers and didactics specialists in the subjects of German and mathematics, with which the competencies of students can be checked.

Immediately after the IGLU 2006, the piloting of the tasks on the educational standards is planned, which will be carried out in the 3rd and 4th grades. Such a pilot is primarily used to check the test and survey instruments and gives the IQB valuable information for the subsequent main inspection, at which points these should be optimized if necessary. The piloting is therefore of great importance with regard to the success of the main educational standard study, which will be carried out in 2007.

Comments on the IGLU study

Former Federal Minister of Education Annette Schavan was delighted with the good performance of German students in the 2006 IGLU study. However, she was concerned that in Germany the competence achieved depends on social origin. She advocated early support in day-care centers and at home. Schavan: This is where all further reforms must begin in order to enable equal opportunities throughout the entire educational career. The results of the research also show that early education is the key to more equal opportunities for all children. In day-care centers, talent can be encouraged at an early stage and disadvantages can be recognized and reduced in good time . She did not respond to the fact that working-class children, even with the same reading skills, go to high school less often than children from the service classes.

Igloo responsible

IGLU 2006 consortium

  • Karl-Heinz Arnold, University of Hildesheim, Institute for Applied Educational Science and General Didactics
  • Wilfried Bos , Institute for School Development Research (IFS), Technical University Dortmund
  • Gabriele Faust, Otto-Friedrich-Universität Bamberg, Chair for Elementary School Education and Elementary School Didactics
  • Lilian Fried, Technical University Dortmund, Institute for Social Pedagogy, Adult Education and Pedagogy of Early Childhood
  • Eva-Maria Lankes, University of Lüneburg, Institute for School and University Research
  • Knut Schwippert, Westfälische Wilhelms-Universität Münster, Institute II - School Pedagogy and General Didactics
  • Renate Valtin, Humboldt University Berlin, Institute for Educational Sciences

Co-opted members of the IGLU consortium in 2006

Project management PIRLS / IGLU / IGLU-E 2006

  • Sabine Hornberg (project leader), Technical University of Dortmund, Institute for School Development Research

Institute for Quality Development in Education

  • Dietlinde Granzer, Institute for Quality Development in Education, Berlin
  • Olaf Köller , Institute for Quality Development in Education, Berlin

See also

literature

  • Wilfried Bos, Eva-Maria Lankes, Manfred Prenzel , Knut Schwippert, Renate Valtin , Gerd Walther (eds.): IGLU. In-depth analyzes of reading comprehension, framework conditions and additional studies. Waxmann, Münster a. a. 2005, ISBN 978-3-8309-1580-5
  • Wilfried Bos, Eva-Maria Lankes, Manfred Prenzel , Knut Schwippert, Renate Valtin , Gerd Walther (eds.): IGLU. Some countries of the Federal Republic of Germany in a national and international comparison. Waxmann, Münster a. a. 2004, ISBN 978-3-8309-1360-3
  • Wilfried Bos, Eva-Maria Lankes, Manfred Prenzel , Knut Schwippert, Renate Valtin , Andreas Voss, Gerd Walther (eds.). With the assistance of Irmela Buddeberg, with the assistance of Solveig Gneckow, with the assistance of Uwe Hügle, with the assistance of Kerstin Kowalski: IGLU. Scale manual for the documentation of the survey instruments. Waxmann, Münster a. a. 2005, ISBN 978-3-8309-1581-2
  • Wilfried Bos, Eva-Maria Lankes, Manfred Prenzel , Knut Schwippert, Renate Valtin , Gerd Walther (eds.): First results from IGLU. Student performance at the end of the fourth grade in an international comparison . Waxmann, Münster a. a. 2003, ISBN 978-3-8309-1200-2
  • Hans Brügelmann : IGLU-2001: To Risks and Side Effects… In: G rundschulverband aktuell , No. 82, April 2003, pp. 12-16.
  • Günter Klein: The igloo study: the reading performance of primary school students in comparison . In: Magazin Schule , Vol. 10, 2003, 10, pp. 9 ff.
  • Georg Wacker: Three evaluations of the IGLU study PISA 2003 - school performance comparisons . In: VBE-Magazin , Stuttgart, 2003, 5, p. 13 ff. ISSN  0170-4788

Web links

Individual evidence

  1. ↑ Bos et al .: First results from IGLU: Student performance at the end of the fourth grade in an international comparison . Waxmann, Münster / New York / Munich / Berlin, p. 248
  2. ↑ a b Bos et al .: First results from IGLU: Student performance at the end of the fourth grade in an international comparison . Waxmann, Münster / New York / Munich / Berlin, p. 246
  3. ↑ Bos et al .: First results from IGLU: Student performance at the end of the fourth grade in an international comparison . Waxmann, Münster / New York / Munich / Berlin, pp. 290/291
  4. ↑ iglu.ifs-dortmund.de ( Memento of the original dated May 30, 2008 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. Retrieved December 28, 2007 @1@ 2Template: Webachiv / IABot / www.iglu.ifs-dortmund.de
  5. ↑ German elementary school students reading tip  ( page no longer available , search in web archives )  Info: The link was automatically marked as defective. Please check the link according to the instructions and then remove this notice. Downloaded on January 6, 2008@1@ 2Template: Toter Link / archiv.bundesregierung.de