Reading in Secondary Education (LISA)
Table of contents
> Link to application form (Scientific Use Files)
| Data Set Published on | 13.04.2021 |
|---|---|
| Version | v2 |
| Current Version Available Since | 15.03.2022 |
| Survey Period | 2011 |
| Sample | Students in grade 11 (N=1,880) at General Education Grammar Schools |
| Survey Unit | Students |
| Measured Competencies | Foreign Language Achievement: English, Functional Communicative Competence, Listening Comprehension, Reading Comprehension |
| Region | Schleswig-Holstein |
| Principal Investigators | Köller, Prof. Dr. Olaf |
| Data Producers | Köller, Prof. Dr. Olaf |
| Related Studies | LISA 6 (DOI: 10.5159/IQB_LISA_6_v1) |
| Suggested Citation | Kampa, N., Fleckenstein, J., Schmidt, F.T.C., Meyer, J., Enke, F., & Köller, O. (2021). Lesen in der Sekundarstufe (LISA) [Reading in Secondary Education (LISA)] (Version 2) [Data set]. Berlin: IQB – Institut zur Qualitätsentwicklung im Bildungswesen. http://doi.org/10.5159/IQB_LISA_v2 |
| Restriction Notice | There are no specific data restrictions. |
Project description
The study "LISA - Reading in Secondary Education" in Schleswig-Holstein focused on a longitudinal analysis of the development of reading comprehension and reading motivation in traffic language and the attribution of these processes to factors inherent in the student or in the design of school learning environments. Starting in grade 8 ("Lisa 3"), reading and listening comprehension in the first foreign language, English, were also taken into account in addition to reading in the context of everyday language. The data available here from LISA 5 - the fifth survey date of the study - covers grade 11. Here, only school forms of the general education system were considered, primarily general secondary schools (and a few comprehensive schools). The study looked at performance after entering the upper secondary level. The domains of language comprehension in the first foreign language English were considered. LISA 5 focused, among other things, on a description of the motivation, social background, attitudes towards reading, English and English teaching, and professional interests of high school graduates at general secondary schools in Schleswig-Holstein. The third issue specific to LISA 5 was the possibility of systematically investigating the development of performance in English during the course of upper secondary schooling and of attributing it to learning opportunities within and outside of school. (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.
Documentation
Here you can find further documentation.
LISA: Scaling Manual (German version)- LISA: Documentation (German version)
Notes on the use of the data
It is possible to link English competency tests to the LISA 6 dataset. Further longitudinal linking for competency tests is not possible. It is possible to look at individual constructs of the student questionnaire via the longitudinal section. We will be happy to advise you on this.
Up to and including LISA 5, the acronym "LISA" stood for "Reading in Secondary Education". For LISA 6, the study design was expanded. This was also reflected by a change in the name of the study: "Educational Outcomes of Students from Vocational and Academic Upper Sesondary Schools (LISA 6)".
Literature
Selected literature is listed here (as of March 2022).
2021
Kampa, N., Fleckenstein, J., Schmidt, F. T. C., Meyer, J., Enke, F. & Köller, O. (2021). Lesen in der Sekundarstufe (LISA) (Version 2) [Datensatz]. Berlin: IQB - Institut zur Qualitätsentwicklung im Bildungswesen. https://doi.org/10.5159/IQB_LISA_v2
Muntoni, F., Wagner, J. & Retelsdorf, J. (2021). Beware of Stereotypes: Are Classmates' Stereotypes Associated With Students' Reading Outcomes? Child Development, 92(1), 189–204. https://doi.org/10.1111/cdev.13359
2017
Retelsdorf, J. & Schmidt, F. T. C. (2017). Gewohnheit macht den Meister: Lesegewohnheit als vermittelnde Variable des Zusammenhangs von Leseselbstkonzept und Leseleistung. In J. Retelsdorf, F. Zimmermann, A. Südkamp & O. Köller (Hrsg.), Im Blickpunkt pädagogisch-psychologischer Forschung: Selbstbezogene Kognitionen, sprachliche Kompetenzen und Professionalisierung von Lehrkräften. Festschrift für Jens Möller (S. 151–164). Münster: Waxmann.
Retelsdorf, J., Zimmermann, F., Südkamp, A. & Köller, O. (Hrsg.). (2017). Im Blickpunkt pädagogisch-psychologischer Forschung: Selbstbezogene Kognitionen, sprachliche Kompetenzen und Professionalisierung von Lehrkräften. Festschrift für Jens Möller. Münster: Waxmann.
2016
Schmidt, F. T. C. & Retelsdorf, J. (2016). A New Measure of Reading Habit: Going Beyond Behavioral Frequency. Frontiers in Psychology, 7, 1364. https://doi.org/10.3389/fpsyg.2016.01364
2015
Leucht, M., Retelsdorf, J., Pant, H. A., Möller, J. & Köller, O. (2015). Effekte der Gymnasialprofilzugehörigkeit auf Leistungsentwicklungen im Fach Englisch. Zeitschrift für Pädagogische Psychologie, 29(2), 77–88. https://doi.org/10.1024/1010-0652/a000153
Retelsdorf, J., Schwartz, K. & Asbrock, F. (2015). “Michael can’t read!” Teachers’ gender stereotypes and boys’ reading self-concept. Journal of Educational Psychology, 107(1), 186–194. https://doi.org/10.1037/a0037107
Volodina, A., Nagy, G. & Retelsdorf, J. (2015). Berufliche Interessen und der Übergang in die gymnasiale Profiloberstufe: Ihre Struktur und Vorhersagekraft für das individuelle Wahlverhalten. Zeitschrift für Pädagogische Psychologie, 29(2), 89–100. https://doi.org/10.1024/1010-0652/a000154