Education Through Language and Writing - Evaluation of the Implementation of Reading Improvement Concepts in the Secondary Education (BiSS-EILe)
Table of contents
> Link to application form (Scientific Use Files)
| Data Set Published on | 01.07.2020 |
|---|---|
| Current Version Available Since | 01.07.2020 |
| Survey Period | 2016-2018 |
| Sample | Students in grades 5 and 6 (N=1,054); Teachers (N=283); Classes (N=56); Schools (Secondary Schools, High and Low Track Schools) (N=23) |
| Survey Unit | Students Teachers |
| Measured Competencies | Reading, Reading Comprehension, Vocabulary |
| Region | Bavaria, North Rhine-Westphalia, Schleswig-Holstein |
| Principal Investigators | Jörg, Prof. Dr. Jost Souvignier, Prof. Dr. Elmar |
| Data Producers | Jörg, Prof. Dr. Jost Souvignier, Prof. Dr. Elmar |
| Funded by | Federal Ministry of Education and Research |
| Suggested Citation | Souvignier, E., Jost, J., Schmitz, A., Zeuch, N., Karstens, F., & Meudt, S.-I. (2020). Bildung durch Sprache und Schrift - Evaluation der Implementation von Konzepten der Leseförderung in der Sekundarstufe I (BiSS-EILe) [Education Through Language and Writing - Evaluation of the Implementation of Reading Improvement Concepts in the Secondary Education (BiSS-EILe)] (Version 1) [Data set]. Berlin: IQB – Institut zur Qualitätsentwicklung im Bildungswesen. http://doi.org/10.5159/IQB_BiSS-EILe_v1 |
| Restriction Notice | There are no specific data restrictions. |
Project description
The project investigated which conditions are important for anchoring and stabilizing effective and well-founded support instruments for reading promotion with a focus on self-regulated and strategy-oriented reading in secondary school. The central aim of the project was to examine and optimize the diagnostic, promotion and professionalization tools used by the participating BiSS-Verbünde (associations) from Schleswig-Holstein and Bavaria in a formative process with regard to their theoretical background, their effectiveness and their implementability. There was constant feedback on the project results to the associations so that they could continue to work with the results and adapt their strategies for the implementation and anchoring of reading promotion if necessary. Results of the project are on the one hand the documentation of such scientifically legitimated tools, an evaluation of the findings and on the other hand the formulation of successful conditions for the implementation of support concepts for reading in teaching and schools. (IQB)
Blank data sets
For a first overview of the data set and its variables, dummy data sets containing the variables used and the value labels relating to them are provided for download here.
- BiSS-EILe_Students_v1_Blank (SPSS)
- BiSS-EILe_Teachers_v1_Blank (SPSS)
- BiSS-EILe_Classroom_Obersavation_t1_v1_Blank (SPSS)
- BiSS-EILe_Classroom_Obersavation_t2_v1_Blank (SPSS)
Documentation
Here you can find further documentation.
- Scaling Manual Students (only in German)
- Scaling Manual Teachers (only in German)
- Information about BiSS-EILe (only in German)
Notes on the use of the data
Due to data protection concerns, the teacher data set is only available via remote access.
When merging between teacher and student data, please note that some classes have several teachers assigned to them. Here the variable "deutschlehrer" can be used as a filter if the German teacher should be selected. It should be noted that only a small part of the teacher data can be merged with the student data at any given time (T1: 14 classes; T2: 7 classes; T3: 23 classes). The overlap of classroom observations with the student data set is significantly larger.
Literature
Selected literature is listed 
here (as of July 2021).
2020
Souvignier, E., Jost, J., Schmitz, A., Zeuch, N., Karstens, F. & Meudt, S.-I. (2020). Bildung durch Sprache und Schrift - Evaluation der Implementation von Konzepten der Leseförderung in der Sekundarstufe I (BiSS-EILe) (Version 1) [Datensatz]. Berlin: IQB – Institut zur Qualitätsentwicklung im Bildungswesen. https://doi.org/10.5159/IQB_BiSS-EILe_v1
2019
Karstens, F., Schmitz, A. & Jost, J. (2019). Gutes Material zur Förderung von selbstreguliertem Lesen im Deutschunterricht? Analyse exemplarischen Fördermaterials für die Sekundarstufe I unter Einbezug pädagogisch-psychologischer und deutschdidaktischer Perspektiven. Leseforum, (1), 1–13.
2018
Jost, J., Karstens, F., Meudt, S.-I., Schmitz, A. & Zeuch, N. & Souvignier, E. (2018). Ein Förderkonzept im Sekundarbereich: Implementation von Lesestrategien zur Förderung der Selbstregulation beim Lesen. In C. Titz, S. Weber, A. Ropeter, S. Geyer, H. Wagner, M. Hasselhorn et al. (Hrsg.), Konzepte zur Sprach- und Schriftsprachförderung umsetzen und überprüfen (Bildung durch Sprache und Schrift, Band 2, 1. Auflage, Bd. 2, S. 146–164). Stuttgart: Verlag W. Kohlhammer.
Zeuch, N., Schmitz, A., Karstens, F., Meudt, S.-I., Souvignier, E. & Jost, J. (2018). EILe. Evaluation der Implementation von Konzepten zur Leseförderung in der Sekundarstufe. In Henschel, S. Gen-trup, L. Beck & P. Stanat (Hrsg.), Projektatlas Evaluation. Erste Ergebnisse aus den BiSS-Evaluationsprojekten (S. 54–57). Berlin: BiSS-Trägerkonsortium.