@article{KruegerBeckmannFritzenbergetal.1999,
  author    = {Kr{\"u}ger, Tom and Beckmann, J{\"u}rgen and Fritzenberg, Martin and Kellmann, Michael and Wick, Ditmar and Ohlert, Hans Henning and Sp{\"o}rer, Nadine},
  title     = {Beanspruchungs-, Erm{\"u}dungs-, Erholungs- und Regenerationsprozesse bei Leistungssportlern mit k{\"o}rperlicher Behinderung},
  issn      = {0343-6586},
  year      = {1999},
  language  = {de}
}
@book{BrunsteinSpoerer2001,
  author    = {Brunstein, Joachim Clemens and Sp{\"o}rer, Nadine},
  title     = {Selbstgesteuertes Lernen},
  year      = {2001},
  language  = {de}
}
@phdthesis{Spoerer2003,
  author    = {Sp{\"o}rer, Nadine},
  title     = {Strategie und Lernerfolg : Validierung eines Interviews zum selbstgesteuerten Lernen},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-0001363},
  school      = {Universit{\"a}t Potsdam},
  year      = {2003},
  abstract  = {In einer L{\"a}ngsschnittstudie mit 215 Sch{\"u}lern der achten Klasse wurde der Zusammenhang zwischen selbstgesteuertem Lernen, motivationalen (Zielorientierungen, Selbstwirksamkeit, schulischer Affekt) und kognitiven Variablen (Intelligenz) sowie Leistungsindikatoren (Schulleistung, Noten) erhoben. Selbstgesteuertes Lernen wurde mit Hilfe eines strukturierten Interviews (Zimmerman, 1986) und eines Lernstrategie-Fragebogens erfasst. Zum einen zeigte sich, dass die Lernstrategie-Angaben im Interview und im Fragebogen in keiner bedeutsamen Beziehung zueinander standen. Zum anderen ergaben sich deutliche Unterschiede in der Vorhersage der Leistungsindikatoren. Die per Interview erfassten Lernstrategien besaßen sowohl Vorhersagekraft bez{\"u}glich Schulnoten und Schulleistung und zeigten signifikante Zusammenh{\"a}nge zu den individuellen Zielorientierungen, dem schulischen Affekt und der Selbstwirksamkeit. Dar{\"u}ber hinaus konnten Leistungsver{\"a}nderungen von der achten zur neunten Klasse vorhergesagt werden. Der parallel eingesetzte Lernstrategie-Fragebogen leistete im Vergleich dazu keine Erkl{\"a}rung der Leistungsvarianz. Implikationen f{\"u}r die Diagnostik selbstgesteuerten Lernens werden diskutiert.},
  language  = {de}
}
@article{SpoererBrunsteinKieschke2009,
  author    = {Sp{\"o}rer, Nadine and Brunstein, Joachim Clemens and Kieschke, Ulf},
  title     = {Improving students' reading comprehension skills : effects of strategy instruction and reciprocal teaching},
  issn      = {0959-4752},
  doi       = {10.1016/j.learninstruc.2008.05.003},
  year      = {2009},
  abstract  = {The aim of this study was to investigate the effects of three different forms of strategy instruction on 210 elementary-school students' reading comprehension. Students were assigned to any one of three intervention conditions or to a traditional instruction condition (control condition). Training students were taught four reading strategies (summarizing, questioning, clarifying, predicting) and practiced these strategies in small groups (reciprocal teaching), pairs, or instructor-guided small groups. At both the post- and follow-up test the intervention students attained higher scores on an experiment-developed task of reading comprehension and strategy use than the control students who received traditional instruction. Furthermore, students who practiced reciprocal teaching in small groups outperformed use than the control students who received traditional instruction groups on a standardized reading comprehension test.},
  language  = {en}
}
@article{SpoererGlaser2010,
  author    = {Sp{\"o}rer, Nadine and Glaser, Cornelia},
  title     = {F{\"o}rderung selbstregulierten Lernens im schulischen Kontext},
  issn      = {1010-0652},
  doi       = {10.1024/1010-0652/A000014},
  year      = {2010},
  abstract  = {Selbstreguliertes Lernen umfasst gedankliche und verhaltensbezogene Aktivit{\"a}ten, die Lernende dazu bef{\"a}higen, aufgabenspezifische Fertigkeiten effizient erwerben sowie wirksam und nachhaltig einsetzen zu k{\"o}nnen. In dem vorliegenden Editorial werden einschl{\"a}gige Funktions- und Ordnungssysteme selbstregulierten Lernens sowie charakteristische Formen der Vermittlung und Anwendung strategischer Fertigkeiten gekennzeichnet, einschließlich eines {\"U}berblicks zu den Beitr{\"a}gen des Themenschwerpunktes zur «F{\"o}rderung selbstregulierten Lernens im schulischen Kontext». Als Bestandsaufnahme vorliegender Beitr{\"a}ge werden Grenzen bisheriger und Perspektiven zuk{\"u}nftiger Forschung in diesem Bereich benannt.},
  language  = {de}
}
@article{SeuringSpoerer2010,
  author    = {Seuring, Vanessa A. and Sp{\"o}rer, Nadine},
  title     = {Reziprokes Lehren in der Schule : F{\"o}rderung von Leseverst{\"a}ndnis, Lesefl{\"u}ssigkeit und Strategieanwendung},
  issn      = {1010-0652},
  doi       = {10.1024/1010-0652/A000016},
  year      = {2010},
  abstract  = {In dieser Studie wurde untersucht, wie das Leseverst{\"a}ndnis von Sch{\"u}lern der 5. Klasse mittels reziproken Lehrens gef{\"o}rdert werden kann. Dabei wurde insbesondere betrachtet, welche Relevanz die Vermittlung spezifischer Lesestrategien besitzt. Die Stichprobe bestand aus 380 Sch{\"u}lern aus 15 Klassen, die einer von drei Bedingungen zugewiesen wurden: (a) Training der vier Lesestrategien Kl{\"a}ren, Fragen, Vorhersagen, Zusammenfassen (4S), (b) Training der drei Lesestrategien Kl{\"a}ren, Fragen, Vorhersagen (3S) oder (c) Training der Lesefl{\"u}ssigkeit (LF; keine Vermittlung von Lesestrategien). Der Lernerfolg wurde unmittelbar sowie 9 Wochen nach Abschluss der Intervention mittels standardisierter Leseverst{\"a}ndnis- und Lesefl{\"u}ssigkeitstests sowie selbst konstruierter Tests zur Erfassung der Qualit{\"a}t der Strategieanwendung erhoben. Zus{\"a}tzlich wurden im Verlauf des Trainings Prozessdaten erfasst. Bezogen auf die Lesefl{\"u}ssigkeit zeigte der Pr{\"a}test-Posttest-Vergleich, dass sich Sch{\"u}ler aller Bedingungen verbesserten. Zum Follow-up-Test schnitten hingegen LF-Sch{\"u}ler besser ab als Sch{\"u}ler der Strategie-Bedingungen. Bezogen auf das Leseverst{\"a}ndnis erreichten nach Abschluss des Trainings 3S-Sch{\"u}ler bessere Leistungen als Sch{\"u}ler der anderen Trainingsbedingungen. Sie konnten ihren Vorsprung mittelfristig jedoch nicht aufrechterhalten. 3S- und 4S-Sch{\"u}ler erstellten zum Posttest signifikant bessere Zusammenfassungen als LF-Sch{\"u}ler. Schließlich zeigten die Prozessdaten, dass sich Sch{\"u}ler beider Strategiebedingungen kontinuierlich in der Anwendung der Lesestrategien Fragen und Vorhersagen verbesserten. Es werden Ver{\"a}nderungen des Trainings zur Steigerung der Effektivit{\"a}t bei Umsetzung in Regelschulklassen diskutiert.},
  language  = {de}
}
@article{SchuenemannSpoererBrunstein2013,
  author    = {Sch{\"u}nemann, Nina and Sp{\"o}rer, Nadine and Brunstein, Joachim Clemens},
  title     = {Integrating self-regulation in whole-class reciprocal teaching - a moderator-mediator analysis of incremental effects on fifth graders' reading comprehension},
  series = {Contemporary educational psychology},
  volume    = {38},
  journal   = {Contemporary educational psychology},
  number    = {4},
  publisher = {Elsevier},
  address   = {San Diego},
  issn      = {0361-476X},
  doi       = {10.1016/j.cedpsych.2013.06.002},
  pages     = {289 -- 305},
  year      = {2013},
  abstract  = {In this classroom intervention study, reciprocal teaching (RI) of reading strategies was combined with explicit instruction in self-regulated learning (SRL) to promote the reading comprehension of fifth-grade students (N = 306). Twelve intact classes were randomly assigned either to an RT + SRL condition or to an RI condition without explicit instruction in self-regulation. Three additional classes served as a no-treatment comparison group. Strategies instruction was delivered by trained assistants in conventional German language lessons. Students practiced the application of these strategies in small groups. Both at posttest and at maintenance (8 weeks after the intervention), students in the two intervention conditions (RT and RI + SRL) outperformed comparison students in measures of reading comprehension, strategy-related task performance, and self-efficacy for reading. Relative to RI students, students in the RI + SRL condition were better able to maintain training-induced performance gains over the follow-up interval. A moderated mediation analysis revealed that this difference in the sustainability of the two treatments was (a) mediated by the successful mastery of the learned strategies and (b) most evident among students with poor reading fluency skills.},
  language  = {en}
}
@article{SpoererSchuenemann2014,
  author    = {Sp{\"o}rer, Nadine and Schuenemann, Nina},
  title     = {competence: Analyzing effects on reading comprehension, reading strategy performance, and motivation for reading},
  series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  volume    = {33},
  journal   = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0959-4752},
  doi       = {10.1016/j.learninstruc.2014.05.002},
  pages     = {147 -- 157},
  year      = {2014},
  abstract  = {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.},
  language  = {en}
}
@article{CelebiKraheSpoerer2014,
  author    = {Celebi, Christin and Krah{\´e}, Barbara and Sp{\"o}rer, Nadine},
  title     = {Strengthened for the teaching profession: promoting professional competencies in teacher training students},
  series = {Zeitschrift f{\"u}r p{\"a}dagogische Psychologie.},
  volume    = {28},
  journal   = {Zeitschrift f{\"u}r p{\"a}dagogische Psychologie.},
  number    = {3},
  publisher = {Hogrefe},
  address   = {Bern},
  issn      = {1010-0652},
  doi       = {10.1024/1010-0652/a000128},
  pages     = {115 -- 126},
  year      = {2014},
  abstract  = {A quasi-experimental study with N = 293 participants studying toward a teaching degree examined the efficacy of the intervention program "Strengthened for the teaching profession". In a pre-, intermediate- and post-test control group design, three treatment conditions that focused (1) on their individual professional strengths, (2) professional weaknesses, or (3) a combination of strengths and weaknesses were compared to a no-treatment control condition. Both at intermediate test and at posttest, students in the three intervention conditions scored higher than students in the control group on measures of self-efficacy and professional self-regulation. The combined intervention condition was more successful at promoting professional self-efficacy and self-regulation than the intervention focusing either on strengths or relative weaknesses only. The implications of the findings for teacher training are discussed.},
  language  = {de}
}
@article{KochSpoerer2017,
  author    = {Koch, Helvi and Sp{\"o}rer, Nadine},
  title     = {Students improve in reading comprehension by learning how to teach reading strategies},
  series = {Psychology Learning and Teaching},
  volume    = {16},
  journal   = {Psychology Learning and Teaching},
  publisher = {Sage Publ.},
  address   = {London},
  issn      = {1475-7257},
  doi       = {10.1177/1475725717700525},
  pages     = {197 -- 211},
  year      = {2017},
  abstract  = {In this intervention study, we investigated how we could teach university students who were majoring in education to teach reading strategies. The goal of the study was to analyze whether and to what extent students would benefit from the intervention with respect to their own learning. Did their own reading skills improve after they attended the intervention? The sample consisted of n = 61 students who were assigned to one of two conditions: (a) an adaption of reciprocal teaching; and (b) a control group that was not taught how to teach reading strategies. The evidence-based teaching method used in the intervention condition consisted of three elements: modeling, scaffolding, and repeated practice. Training success was assessed in a pre-posttest control group design with standardized reading comprehension and reading speed tests. To compare the development of the students in the two conditions, repeated measures ANOVAs were used. At posttest, intervention students outperformed control students in reading comprehension as well as in reading speed.},
  language  = {en}
}