@article{VoellingerSpoererLubbeetal.2018,
  author    = {V{\"o}llinger, Vanessa A. and Sp{\"o}rer, Nadine and Lubbe, Dirk and Brunstein, Joachim C.},
  title     = {A path analytic test of the reading strategies mediation model},
  series = {The Journal of Educational Research},
  volume    = {111},
  journal   = {The Journal of Educational Research},
  number    = {6},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {0022-0671},
  doi       = {10.1080/00220671.2017.1412930},
  pages     = {733 -- 745},
  year      = {2018},
  abstract  = {This study examined a theoretical model hypothesizing that reading strategies mediate the effects of intrinsic reading motivation, reading fluency, and vocabulary knowledge on reading comprehension. Using path analytic methods, we tested the direct and indirect effects specified in the hypothesized model in a sample of 1105 fifth-graders. In addition to standardized tests and questionnaires, we administered a performance test to assess students' proficiency in the application of three reading strategies. The overall fit of the model to the data was good. Both cognitive (fluency and vocabulary) and motivational (intrinsic reading motivation) variables had an indirect effect on reading comprehension through their influence on reading strategies. Reading strategies had a unique effect on reading comprehension and partially mediated the effects that cognitive and motivational variables had on fifth-graders' reading achievements.},
  language  = {en}
}
@article{FestmanSchwieter2019,
  author    = {Festman, Julia and Schwieter, John W.},
  title     = {Self-concepts in reading and spelling among mono- and multilingual Children},
  series = {Behavioral Sciences},
  volume    = {9},
  journal   = {Behavioral Sciences},
  number    = {4},
  publisher = {MDPI AG},
  address   = {Basel},
  issn      = {2076-328X},
  doi       = {10.3390/bs9040039},
  pages     = {16},
  year      = {2019},
  abstract  = {Cognitive representations and beliefs are what comprise an individual's self-concept. A positive self-concept is related to and influences academic achievement, and the relationship between a domain-specific self-concept and achievement in the same domain is positive and strong. However, insufficient attention has been paid to these issues among multilingual children. More importantly, since instruction strongly contributes to the development of metacognition and executive functions (EFs), and since the bilingual advantage hypothesis holds that the constant management of multiple languages entails benefits for EF, we bring together these important issues in the present study. We examine the relationship between domain-specific self-concepts and standardized assessment of reading and spelling competences against the background of potential differences in self-concept between monolingual and multilingual German children. While between-group comparisons revealed no significant differences for self-concept nor reading competency, monolinguals outperformed multilinguals in spelling. Correlations between domain-specific self-concepts and academic achievement in reading comprehension, reading fluency, and spelling were positive and significant for both groups. Regardless of language background, children's evaluations of their academic achievement (reading and spelling) were realistic. We argue, on a theoretical basis, that metacognition and EFs could facilitate a bilingual advantage and improve educational outcomes.},
  language  = {en}
}