Nele McElvany, Cordula Artelt:
Das Berliner Eltern-Kind-Leseprogramm: Konzeption und Effekte
The Berlin Parent-Child Reading Program: Conceptual Design and Evaluation

2007, 314-332

Summary: We investigate the effects of a new parent-child reading program designed to foster ­reading skills in the family context. The program aims to provide students with implicit training in ­strategies and processes of text comprehension, to practice these skills, and to have long-term effects on ­reading literacy. To this end, parent-child communication on selected texts was structured and guided by relevant tasks and questions. A total of 509 grade 4 students from 15 Berlin primary schools partici­pated in this first evaluation study of the program with a pre/post control group design. ­Participation proved to have positive effects on prerequisites of reading and on specific components of reading ­literacy. Participants showed particular gains in terms of vocabulary development and text-related metacognition. In the latter case, the effect could be traced back to the program’s particular ­effectiveness for weak readers, as reflected in the interaction between baseline level and group membership. ­Participation in the program did not have direct positive effects on performance on a standardized reading comprehension test, on decoding skills or on reading motivation, however. Overall, our ­findings show that a structured intervention within the family setting has largely untapped ­potential as a means of promoting reading literacy.

Keywords: Reading literacy, text comprehension, families, intervention

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