@article{SchuenemannSpoererVoellingeretal.2017,
  author    = {Sch{\"u}nemann, Nina and Sp{\"o}rer, Nadine and Voellinger, Vanessa A. and Brunstein, Joachim Clemens},
  title     = {Peer feedback mediates the impact of self-regulation procedures on strategy use and reading comprehension in reciprocal teaching groups},
  series = {Instructional Science},
  volume    = {45},
  journal   = {Instructional Science},
  publisher = {Springer},
  address   = {Dordrecht},
  issn      = {0020-4277},
  doi       = {10.1007/s11251-017-9409-1},
  pages     = {395 -- 415},
  year      = {2017},
  abstract  = {The goal of this research was to highlight the role social regulatory processes play in making students' teamwork in reciprocal teaching (RT) groups (a classroom activity in which students take the teacher's role in small group reading sessions) effective. In addition to teamwork quality, we expected peer feedback to be a key factor in enhancing students' reading comprehension achievements. Because previous research (Sch{\"u}nemann et al. in Contemp Educ Psychol 38:289-305, 2013) has shown that procedures of self-regulated learning (SRL) augment the effects of RT methods, we further assumed that such procedures would promote the quality of students' collaborative efforts. In a cluster-randomized trial, students in 12 fifth-grade classes practiced a strategic approach to reading either in a RT condition or in a RT + SRL condition. In one of the 14 sessions, students' interactive behavior was videotaped. Strategy use and reading comprehension were assessed at pretest, posttest, and maintenance. Performance differences between conditions were reliable only at maintenance. A multilevel mediation analysis showed that relative to RT students, RT + SRL students were better able to provide their teammates with informative feedback and organize their group work in a task-focused manner. Only feedback quality mediated the sustainability of treatment effects on strategy use and reading comprehension. In essence, this research suggests that effective reading comprehension trainings should integrate explicit instruction and practice in reading strategies, SRL, and focus on supportive peer processes in small groups with extensive instruction and practice in peer feedback.},
  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{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}
}
@phdthesis{Ehmann2009,
  author    = {Ehmann, Tanja},
  title     = {Erfassung und F{\"o}rderung metakognitiver und motivationaler F{\"a}higkeiten : ein halbstandardisiertes Lerntagebuch f{\"u}r Sch{\"u}lerinnen und Sch{\"u}ler mit Migrationshintergrund},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-51227},
  school      = {Universit{\"a}t Potsdam},
  year      = {2009},
  abstract  = {Das folgende Forschungsprojekt besch{\"a}ftigt sich mit metakognitiven und motivationalen F{\"a}higkeiten als Teilbereiche des selbstgesteuerten Lernens. Es untersucht den Nutzen und die Grenzen von Lerntageb{\"u}chern, die zugeschnitten wurden auf Grundsch{\"u}lerinnen und Grundsch{\"u}ler mit Migrationshintergrund. Das Ziel der Studie war es herauszufinden, ob und wie selbststeurungsbezogene Lernprozesse durch den Einsatz von Lerntageb{\"u}chern gemessen und ver{\"a}ndert werden k{\"o}nnen. Hierzu f{\"u}hrten 28 Grundsch{\"u}lerinnen und Grundsch{\"u}ler 14 Wochen lang w{\"a}hrend des Unterrichts ein halbstandardisiertes Lerntagebuch in Anlehnung an Wohland/Spinath (2004). Zur Messung von Ver{\"a}nderungen in metakognitiven und motivationalen F{\"a}higkeiten f{\"u}llten 43 Sch{\"u}lerinnen und Sch{\"u}ler zweier Experimentalgruppen und einer Kontrollgruppe vor und nach der Lerntagebuch-Intervention standardisierte Frageb{\"o}gen aus. Weiterhin wurden die 28 Lerntageb{\"u}cher der Experimentalgruppen inhalts- und prozessanalytisch ausgewertet. Außerdem wurden Interviews mit den Lehrkr{\"a}ften {\"u}ber ihre Unterrichtspraxis gef{\"u}hrt und einige Sch{\"u}lerinnen und Sch{\"u}ler zu ihrer Wahrnehmung der Lerntagebucharbeit befragt. Die Ergebnisse der Analyse der Lerntagebuchdaten zeigen, dass die 28 Sch{\"u}lerinnen und Sch{\"u}ler mit Migrationshintergrund erfolgreich ihren Lernprozess bei der Bearbeitung einer Aufgabe verbalisierten. Sie haben weiterhin erfolgreich Vorhersagen {\"u}ber ihre Vorgehensweisen zur L{\"o}sung einer Aufgabe getroffen. Die Lerntageb{\"u}cher unterst{\"u}tzten sie darin, ihre metakognitiven Erfahrungen (Efklides/Petkaki 2005) zu kalibrieren (Desoete/Roeyers 2006). Den Lernenden ist es gelungen, ihre Repr{\"a}sentationen {\"u}ber das L{\"o}sen einer Aufgabe aufeinander (fein-) abzustimmen, w{\"a}hrend sie daran arbeiteten. Mit Hilfe von Zeitreihenanalysen konnte gezeigt werden, dass die Sch{\"u}lerinnen und Sch{\"u}ler die Fragen im Lerntagebuch gegen Ende der Intervention oberfl{\"a}chlicher beantworteten und die Lerntageb{\"u}cher tendenziell weniger h{\"a}ufig ausgef{\"u}llt wurden (negative Trends). Eine Erkl{\"a}rung f{\"u}r die geringere Antworth{\"a}ufigkeit, die zu negativen Verlaufskurven {\"u}ber die Zeit f{\"u}hrten, k{\"o}nnte sein, dass die Instruktionsdichte durch den Mix an offenen und geschlossenen Fragen im Lerntagebuch zu hoch war. Die Lernenden haben sich m{\"o}glicherweise so an die Fragen bzw. Antwortformate gew{\"o}hnt, dass die Motivation, in das Lerntagebuch zu schreiben, geringer wurde.},
  language  = {de}
}