Numerous studies show that equal opportunities at schools can only be achieved through targeted support, as without it, different socio-economic and linguistic backgrounds – especially reading skills – continue to impact students’ academic achievement (Stanat/Schipolowski/Rjosk/Weirich/Haag 2017; Strand/Hessel 2018). Newly immigrated students in particular often struggle to understand and learn from texts during reading compared to mainstream students (Marx/Gill/Brosowski 2021). In order to offer targeted support, it is neccessary to understand when and how comprehension and learning difficulties arise. However, understanding the source of comprehension difficulties requires insights into students’ moment-to-moment text comprehension – which remains an under-researched area so far (Schimke/Hopp 2018).
This is where the current project comes in: it examines how moment-to-moment comprehension and learning from texts differs between newly immigrated and mainstream students, and how different teaching methods can support these students. Students read German and English texts and then answer learning and comprehension tasks while their reading behaviour is recorded. Data on reading processing allows to see where difficulties arise (e. g., if connections are not drawn across sentences) and how these processing difficulties related to the resulting text comprehension. Furthermore, different teaching methods (such as reading tasks) will be probed to see how well they can mitigate against those difficulties. The aim is to gain first insights into moment-to-moment comprehension and learning from texts in newly immigrated students and to pilot materials for future projects.