TY  - JOUR
A1  - Spörer, Nadine
A1  - Schuenemann, Nina
T1  - competence: Analyzing effects on reading comprehension, reading strategy performance, and motivation for reading
T2  - Learning and instruction : the journal of the European Association for Research on Learning and Instruction
N2  - In this study, reciprocal teaching (RT) was combined with specific self-regulation procedures to promote the reading comprehension of fifth grade students. Twenty four classes with N = 534 students were assigned to RT plus strategy implementation procedures (RT +SIP), RT plus outcome regulation procedures (RT + ORP), RT plus strategy implementation and outcome regulation procedures (RT+ SRL), or RT without explicit instruction in self-regulation. At maintenance students assigned to the three self-regulation conditions outperformed RT students according to a standardized measure of reading comprehension. RT+ SIP and RT + SRL students outperformed RI as well as RI + ORP students using a measure of reading strategy performance. However, reading comprehension was only mediated by strategy performance under the RT + SRL condition. Among students assigned to the RI + ORP condition, an improvement in reading motivation between pretest and posttest and between posttest and maintenance was observed. (C) 2014 Elsevier Ltd. All rights reserved.
KW  - Reading comprehension
KW  - Self-regulated learning
KW  - Reading strategies
KW  - Educational intervention research
Y1  - 2014
UR  - https://publishup.uni-potsdam.de/frontdoor/index/index/docId/37537
SN  - 0959-4752
VL  - 33
SP  - 147
EP  - 157
PB  - Elsevier
CY  - Oxford
ER  -