Role of Perceived Parental Values, Students' Values, and Students' Reading Amount for Bilinguals' Reading Comprehension

• In Event: 60.085 - Poster Session 11
  In Poster Session: 60.085-2 - English Language Learners and Literacy

Abstract

While determinants of students’ reading comprehension are well explored, the influence of perceived parental values on students’ values and behavior has been considered insufficiently, particularly for L2 students. In this study on 118 4th grade students with Turkish L1 in Germany the impact of perceived parental German values, students’ German/Turkish value, and students’ German reading amount on German reading comprehension was examined. Path modeling results indicate that students’ German reading comprehension is positively predicted by their German utility value and their German reading amount, while it is negatively predicted by their Turkish utility value, Turkish reading amount, and perceived parental German cost value. Further research desiderata and the significance of the results for educational practice and home environment are discussed.

Authors

• Wahiba El-Khechen, Technical University of Dortmund

• Hanna Dorothea Ferdinand, IFS - TU Dortmund

• Ricarda Steinmayr, Tu Dortmund

• Nele McElvany, TU Dortmund University