ealta in voss (june 2005) a theory of the reading process tested in a large scale study the...
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EALTA in Voss (June 2005)
A theory of the reading process tested in a large scale study
The DESI-projectHeiner Willenberg(University of Hamburg)
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What is DESI*?
• A follow-up study of PISA in Germany• Initiative and funding: The permanent conferences
of the ministers of education• Round about 11,000 pupils (9th class) have been
tested in September 2003 and summer 2004. • German and English: Mothertongue (L1) / First
foreign language• *Deutsch– Englisch–Schülerleistungen –
International
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DESI-German
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DESI-Reading
• Two points of testing / 41 Tasks• Four literary texts (prosa, one poem)• Four documents (popular science)
– Added: four tasks which require comparisons of two textstems
Three types of tasks- Multiple Choice- Open tasks- Halfopen: Underlining, marking
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Three main discussion topics
• 1. A national reading test for the mother-tongue (or L1) can / should be based on a different theoretical background compared to a world-wide test.
• 2. The reading levels prove parts of the theoretical rationale and show problems.
• 3. Mother-tongue testing goes beyond foreign-language testing and requires a clear extension of the underlying framework.
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1a) Reading theory Comparison between DESI and PISA
PISA:
Difficulty of a text:
Hidden information
PISA:
Reading acitivies:
integrating, infering, interpreting linguistic nuances
PISA:
Knowledge as a competence
DESI:
Four or five categories
for describing difficulities in the arrangement of the text
DESI:
Reading process is central:
Reading activities define the levels
DESI:
Knowledge should be activated
General knowledge
Knowledge about text structures
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1 b) Reading theory Scientific positions
• In the core: The reading process becomes more difficult when the quantity of text which must be digested is growing. Quantity in time and text leads to more complex demands for readers.
• Dominating trend of psycholinguistics: Speech-reception and sprech-production, cf. Hogrefe encylopaedias from 1999 and 2003
• Work of Walter Kintsch and coworkers (esp. 1998/99)• Comparable with Kirsch et al.: Adult Literacy in OECD
Countries (1998).• These models are valid as well for individuals as for large-
scale testing.
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1c) Theory of the reading process
• In the DESI-test• 1. Decoding of words / Identifiying of text
information• 2. Making inferences between sentences• 3. Maybe focussing on a problem (awareness of a
problem) (one point in the text)
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1 c) Theory of the reading process
• 4. Parts of the text-structure: Activating of existing knowledge / learned knowledge. Syllabus of 9th graders : Metaphors, irony, funny traits, perspectives, evaluations
• 5. Several paragraphs Combining / Global inferences of divergent paragraphs. Mostly motives of figures, hidden traits
• 6. The whole text or essential parts: Forming a mental model (subjective / objective):
• Figures, time, space, motives, causalities• Possible by comparing texts or analysing condense
quotations
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Example of a text: Grandmother
Grandmother´s eyes grumbled [machten Mucken / familiar]. And she didn´t see any longer the little dust spots on her sunday-blouse and the eyes of the sewing needles. We children threaded her files for sewing and mending. „Should I get some glasses for me?“
„For chatting you don´t need any glasses“, said grandfather.One day she spiced the soup of swedes with that gunpowder, grandfather kept in the kitchen
cupboard - instead of pepper. Grandfather spit and the pieces of the swedes-soup flied around in the kitchen. „This woman is poisoning me!“ The soup-terrine went out off the window.
A pair of glasses should be bought for grandmother urgently. Grandfather at first gave her old ones of himself. This glasses didn´t fit for grandmother´s eyes. „I feel dizzy“, she told.
Of course, of course“, said grandfather, „with the glasses you do see the whole swindel/ dizzyness [Schwindel] bigger“, said grandpa.
Grandmother was offended and went to the district town by bus, where she visited an uncle. There she remained for one week.
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Grandmother
Grandmother came back with some spectacles. Big round glasses in a nickel-plated frame, left and right of grandmother´s pointed nose. Grandmother looked like a little barn owl and then she made a round-tour through the village. She visited her chatting mates [Klatsch-Kumpankas, familiar] and looked at them through her spectacles: „My God, Bertka, how old did you get in the time I wasn´t here!“
• Grandmother came back from her round and was completey dissatisfied: „How old they´ve become when I wasn´t here. And I myself young and quite chirpy and cheerfull. It´s almost a shame.“ She looked at herself in the mirror and became quiet, she looked from the side and became even quieter.
• „Amen“ said grandfather. Then she took off the glasses and used it only when sewing the socks and when cooking a meal.
• Erwin Strittmatter (1985)
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Questions and solutions
• Footnote 1: Mucken: means grumbling in a figurative sense /familiar• 2: Klatschkumpankas = Kumpan + „ka“ means: gossiping-mates
• 1st Level: Where do you find a first mention of problems with grandmas eyes?
• 2nd Level: Inferences: Why does grandmother think, that Bertka has grown old during her absence?
• 3rd Level: Focussing cannot be shown here.• 4th Level: Knowledge about text-structures:„In this story there
are some funny parts or remarks. Do underline them!• 5th Level: Connecting two parts of the text: „The narrator tells
that grandmother uses her spectacles at the end only when she is preparing the meals. Why?
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Questions and solutions
• 6th Level: Building a mental model: „Grandfather tells: „With the glasses you do see the whole swindel/ dizzyness [Schwindel] bigger“. What does he mean with this remark?“
• 6th Level: Building a mental model • [Second type: Questions which require a comparison of two stories,
mainly concerning actions and motives]
• In this task you should compare both stories about grandmother and grandfather. Which assertion is correct?
• Grandmother shows emotions like jealousy or vanity in both stories ?» ¨ Right» ¨ False
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2 a) Results: Levels
1,00 2,00 3,00 4,00
1 Lexik identifizieren 2 lokale Lektüre 3 Verknüpfen 4 Mentales Modell
-3
-2
-1
0
1
2
3
Item
sch
wie
rig
keit
50%
ige
Wah
rsch
ein
lich
keit
3
3735
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2b) Levels
• 1. Identification of words and information:.• 2. Local Reading: • Inferences • Focussing – consciousness of problems or difficult points in text• 3. Connections • Activation if general knowledge• Activation of knowledge about text structures• Connecting divergent paragraphs: mostly for understanding motives
or causality • 4. Mental models: • Bring together figures (characters), time, space, central motive,
causality
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2d) Quantity of text per level :1 italic / 2 blue / 4 bold / 5 green / 6 red
Grandmother´s eyes grumbled [machten Mucken / familiar]. And she didn´t see any longer the little dust spots on her sunday-blouse and the eyes of the sewing needles. We children threaded her files for sewing and mending. „Should I get some glasses for me?“
„For chatting you don´t need any glasses“, said grandfather.One day she spiced the soup of swedes with that gunpowder, grandfather
kept in the kitchen cupboard - instead of pepper. Grandfather spit and the pieces of the swedes-soup flied around in the kitchen. „This woman is poisoning me!“ The soup-terrine went out off the window.
A pair of glasses should be bought for grandmother urgently. Grandfather at first gave her old ones of himself. This glasses didn´t fit for grandmother´s eyes. „I feel dizzy“, she told.
Of course, of course“, said grandfather, „with the glasses you do see the whole swindel/ dizzyness [Schwindel] bigger“, said grandfather.
Grandmother was offended and went to the district town by bus, where she visited an uncle. There she remained for one week.
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2d) Quantity of text per level :1 italic / 2 blue / 4 bold / 5 green / 6 red
Grandmother came back with some spectacles. Big round glasses in a nickel-plated frame, left and right of grandmother´s pointed nose. Grandmother looked like a little barn owl and then she made a round-tour through the village. She visited her chatting mates [Klatsch-Kumpankas, familiar] and looked at them through her spectacles: „My God, Bertka, how old did you get in the time I wasn´t here!“
• Grandmother came back from her round and was completey dissatisfied: „How old they´ve become when I wasn´t here. And I myself young and quite chirpy and cheerfull. It´s almost a shame.“ She looked at herself in the mirror and became quiet, she looked from the side and became even quieter.
• „Amen“ grandfather said. Then she took off the glasses and used it only when sewing the socks and when cooking a meal.
• Erwin Strittmatter (1985)
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2 e) Comparison between DESI and PISA 2003: Quantity of text
• PISA 2003 /2004 • 1. Short part of a text• 2. Part of a text
• 3. Several sentences or parts of a text
• 4. Several paragraphs• 5. Textstems oder
segments of text •
• DESI –PD 2004• 1. Word• 2. Inferences between
sentences• 3. One difficult point in a
text• 4. Several aspects of text-
structure• 5. Combining paragraphs• 6. The whole text or
several texts.
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Reading theory II: Difficulties of the text
• 1. Syntax: Do the sentences fit into a window of 3 seconds if the text is read aloud
• 2. Syntax: Junctions in the sentences: temporal, causal and text-steering
• 3. Vocabulary: Levels: Basics (1-2000), concrete, abstract, specialist terminology.
• 4. Text-structure: Coherence in text: Genuine key words.• 5 Text-structure: Literary traits: Metaphors, perspective,
changes of perspectives, levels of time, indirect speech etc.• 6. Style: Elementes of vividness: Persons, actions, emotions
(in documents).
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Difficulties of the texts• SYNTAX: Window of three seconds for the subject-
predicate-group• „ „Amen“ grandfather said. /• Then she took off the glasses /• and used it only when sewing the socks and when cooking a meal /3/
• SYNTAX: Junctions: None• VOCABULARY: Mostly basics and concrete words, some
rare concretes: Of course, of course“, said grandfather, „with the glasses you do see the whole swindel/ dizzyness [Schwindel] bigger“, said grandfather. Grandmother was offended and went to the district town by bus, where she visited an uncle. There she remained for one week.
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Difficulties of the texts
TEXTSTRUCTURE: Key words: Here generally: Grandfather and grandmotherTEXTSTRUCTURE: Literary aspects: Funny traitsOne day she spiced the soup of swedes with that gunpowder, grandfather
kept in the kitchen cupboard - instead of pepper. Grandfather spit and the pieces of the swedes-soup flied around in the kitchen. „This woman is poisoning me!“ The soup-terrine went out off the window.
Textstructure: Funny traits: Exaggeration, break of expectation
• Texts have different difficulties in the five categories
• But these difficulties nearly don´t correlate with the results / achievements
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3 DESI and the CEFR?
• Main areas of testing levels in DESI• First foreign language:• Localisation of information (1) • Activation and understanding of vocabulary (1)• Local inferences (2) / • (Understandig of the topic corrsponding to the syllabus (4))• (Rare global inferences (5))
• Mothertongue: main points of proficiency• Knowledge about text structures (4)• Global inferences / Connections (5): Motives• Mental models (6) complete interpretations, comparisons
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4a) Consequences for didactics
• Collection of texts and tasks can be installed
• A databank for testing in mothertongue - education
• Lessons can be analyzed by transcriptions and videos
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4b) Didactics and the parallel track(Nebenspur)
a) All possibilities for understanding a text must remain in the centre: Empathy, poetical means, emotions, horizon of one owns understanding (Hermeneutik)
b) Empirical evaluation should be in the parallel track, as an admixture
• Observations
• Different types of tasks and their inherent activation-power
• A theory of partial competencies
• Theory and practice of reading strategies, used by the pupils on their own
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4c) Conclusio didactica
• May we smoke when praying? No
• May we pray when smoking? Yes, of course
• Let us integrate diagnosis sometimes into the lessons!
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1 e) Theoretical comparison to Kintsch