@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}
}