title: Language-related values, reading amount, and reading comprehension in students with migration backgrounds.
abstract: BACKGROUND
  Although various studies on general language performance have investigated determinants of students' reading comprehension (e.g., reading amount), they have paid insufficient attention to how students perceive parental values influence their language-related values and behaviour - and, as a consequence, their performance. This is particularly the case for bilingual students with a migration background.
  
  
  OBJECTIVE
  The present study aims to examine the impact of how students perceive parental values regarding German (attainment, utility, and cost), students' (utility) value of German/Turkish, and students' reading amount in German/Turkish on German reading comprehension.
  
  
  METHODS
  A total of 118 Grade 4 students in Germany with Turkish as their family language.
  
  
  METHODS
  Reading comprehension was measured with a 15-item standardized test. Whereas students' reading amount (German/Turkish) was assessed through students' self-reports on three questions, students' utility value (German/Turkish) and perceived parental values regarding German (attainment, utility, and cost) were each measured with two items.
  
  
  RESULTS
  Results of path modelling supported the hypotheses that students' utility value regarding German and their reading amount in German would positively predict their German reading comprehension, whereas their utility value regarding Turkish and their reading amount in Turkish would negatively predict their German reading comprehension. Data also confirmed a direct effect of the negatively perceived parental cost value of German on German reading comprehension.
  
  
  CONCLUSIONS
  The new evidence is of practical relevance for teachers, educational scientists, and psychologists who are striving to improve the educational outcomes of bilingual students. Further research needs and the significance of the results for educational practice and home environment are discussed.
authors.affiliation: Institute for School Development Research, TU Dortmund University, Germany.
authors.forename: Wahiba
authors.identifier: http://orcid.org/0000-0001-9332-4693
authors.initials: W
authors.lastname: El-Khechen
authors.affiliation: Institute for School Development Research, TU Dortmund University, Germany.
authors.forename: Hanna D
authors.initials: HD
authors.lastname: Ferdinand
authors.affiliation: Institute for Psychology, TU Dortmund University, Germany.
authors.forename: Ricarda
authors.initials: R
authors.lastname: Steinmayr
authors.affiliation: Institute for School Development Research, TU Dortmund University, Germany.
authors.forename: Nele
authors.initials: N
authors.lastname: McElvany
mesh_terms: D002648:Child; D032882:Comprehension; D054242:Emigrants and Immigrants / Q000523:psychology*; D005260:Female; D005858:Germany / Q000208:ethnology; D006801:Humans; D007802:Language; D008297:Male; D019303:Multilingualism; D011932:Reading; D012945:Social Values; D013334:Students / Q000523:psychology*; D014421:Turkey / Q000208:ethnology
keywords: migration-related bilingualism; perceived parental values; reading amount; reading comprehension; students’ values