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Die Relevanz häuslicher Merkmale zur Erklärung von Leseleistung im Vergleich zwischen Kanada und Deutschland


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Recent results of the Progress in International Reading Literacy Study 2011 (PIRLS 2011) illustrate yet again that reading achievement results for students in grade 4 differ between social status groups in Germany, compared to the OECD-country mean (Bos, Tarelli, Bremerich-Vos & Schwippert, 2012). A country in which social background plays a less meaningful role for the development of reading achievement is Canada. At the same time Canada is a suitable country to compare with Germany as it has similar context factors (e.g. federal structure of the school system, level of development and diversity). In this article the results of a comparative study between Germany and Canada concerning the association of home characteristics (social background and parental involvement) and reading achievement is illustrated. Thereby, a structural equation model for both countries is developed to understand the interrelation of home characteristics and reading achievement. These results are interpreted in taking contextual factors into account which have been identified in an in-depth literature review on both countries context.