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The paper presents results of the LemaS-GRiPproject. The focus lies on literary conversations in inclusive literature lessons in primary schools. These conversations link individual aesthetic experiences and interests with a jointly responsible development of literary interpretations in exchanges between pupils and teachers. Based on a Literary Classroom Conversationin a fourth grade, we can show in a preliminary analysis how learners enter into the open-ended process of understanding and approach the ambiguity of the text. At the same time, all participants have a growing responsibility towards the text and for each other. In doing so, they are partly dependent on a competent other, who supports them in approaching the ambiguity of the text in the sense of scaffolding. Central instrument was a multimodal interaction analysis of videotaped lessons following the principles of the documentary method.

Comics are widely regarded as a medium particularly well-suited for heterogeneous learning groups (J. Hoffmann, 2021, p. 202). As a form of all-age literature in the best sense, they offer meaning to readers from diverse backgrounds, making them relevant to all stages of literary socialization (Staiger, 2021, p. 33). Despite these promising characteristics, there are still few didactic concepts for incorporating comics into aesthetic learning in schools. One notable approach is reading panels. This method involves a dynamic form of staging comics, where readers not only read the text aloud but also make sounds corresponding to the images. This practice has proven effective in slowing down the reading process and encouraging close examination of both text and images (Wittig, 2022). The complexity of the task invites students to experiment with strategies, reflect, and discuss the comic. As a cooperative learning activity (Wocken, 2014, p. 71), panel reading works particularly well in inclusive literature lessons. This article presents qualitative empirical research on the potential of panel readings in heterogeneous learning groups. Panel readings of Lehmriese lebt! [Clay Giant's Alive!] (Kuhl, 2015) in elementary schools were transcribed using audio and video data. Key incidents, as defined by Kroon & Sturm (2007), were identified and analyzed using interaction analysis (Krummheuer & Naujok, 1999). The findings reveal that during panel readings, children engage deeply with one another, discussing the stories and how they are narrated, using language, body movement, voice, and things.

In a literary didactical and educational sociological way, this empirical examination attempts to answer the question how students in senior classes of academic high schools (16–19 years) acquire and maintain notions and beliefs concerning literature. We assume that advanced-level German teaching at school has a huge impact on the realisation of these notions with regards to literature. Thus, this study focuses on how beliefs are alternatingly co-constructed. Our results underline the great influence of teachers in forming the beliefs about reading and literature of their students. They show the strong interdependence between teachers' beliefs regarding reading and literature, the way teachers conduct class-talks in literature lessons and the emergence of students' beliefs regarding literature in a decisive phase of growing up.

The primary aim of this study was to analyze the validity and reliability of an instrument capable of measuring high school students' attentional stance, modes of reading engagement, and self-insight during literary reading. For this purpose, a self-report questionnaire was administered to high school students in three Austrian regions (N = 417). First, confirmatory factor analysis was conducted to test the validity and the reliability of the preconceived measurement model. Second, the interrelationships among the validated constructs were analyzed through structural equation modeling. The fit and the validity of the structural model were evaluated, and the mediating effect of expressive reading was tested. The study yielded an instrument with valid and reliable scores that assesses 9 dimensions of high school students' reading experiences. The basic Kuiken-Douglas model (2017) on reading engagement and reading outcome could be replicated. Structural equation modeling indicated that high attentional focus negatively predicted expressive-experiential reading that in turn facilitated self-insight. This implies that students should be allowed leaky attention so that they can work with literary texts in a self-modifying way in literature education. Limitations are discussed.

This article focuses on listening comprehension in large-scale assessments in Austria and Germany. L1 listening comprehension tests for elementary school students are part of the national educational assessment in both countries. The aim of this paper is to give an overview of the similarities and differences of these listening comprehension tests in Austria and Germany. Thus, we describe the educational policies and the underlying construct for the assessments. We will show that although both assessments are based on the same theoretical frameworks, test developers and policy makers made some different decisions for example about test procedures, statistical models and performance level descriptions (PLDs). Moreover, we illustrate that the choice of an appropriate statistical model is driven by empirical as well as didactical needs, which are difficult to reconcile with each other. These insights are illustrated by exemplary tasks and empirical examples. We use data from large-scale assessments (LSAs) from both countries, the BIST-Ü pilot study conducted by the BIFIE in Austria (N=2,798) and the VERA-study conducted by the IQB in Germany (N=3,107). We then draw conclusions primarily focusing on improving future tests and possible joint studies.