@article{StreblowSchiefeleRiedel2012,
  author    = {Streblow, Lilian and Schiefele, Ulrich and Riedel, Stefanie},
  title     = {Evaluation of the Revised Reading Competence and Reading Motivation Training (LEKOLEMO) for the lower secondary school level},
  series = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie},
  volume    = {44},
  journal   = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie},
  number    = {1},
  publisher = {Hogrefe},
  address   = {G{\"o}ttingen},
  issn      = {0049-8637},
  doi       = {10.1026/0049-8637/a000058},
  pages     = {12 -- 26},
  year      = {2012},
  abstract  = {Inspired by the results from the PISA study and based on previous intervention programs, the reading competence training LEKOLEMO (Program for Fostering Reading Literacy and Reading Motivation) for 7th-grade students was developed. The training differs from existing programs in two aspects: (1) It comprises tasks pertaining to the PISA reading dimensions retrieving information, text-related interpretation, and reflection and evaluation, and (2) explicitly aims at fostering reading motivation. The present study examined the revised version of LEKOLEMO in a sample of 235 seventh graders. The results confirmed the effectiveness of LEKOLEMO and showed significant effects of medium size on reading competence at the follow-up test. However, effects on intrinsic reading motivation and on self-concept of reading were small and unstable.},
  language  = {de}
}
@article{SchaffnerSchiefeleSchmidt2013,
  author    = {Schaffner, Ellen and Schiefele, Ulrich and Schmidt, Meike},
  title     = {The importance of family background for reading motivation and reading frequency of high school students},
  series = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie},
  volume    = {45},
  journal   = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie},
  number    = {3},
  publisher = {Hogrefe},
  address   = {G{\"o}ttingen},
  issn      = {0049-8637},
  doi       = {10.1026/0049-8637/a000085},
  pages     = {131 -- 141},
  year      = {2013},
  abstract  = {This article examines the relationships between family background and reading motivation (RM) as well as reading frequency in a sample of 156 high school students. To test the effects of family background (migration status, books at home, parents' appreciation of reading, parents' motivating practices), hierarchical regression analyses were applied. In these analyses, students' perceptions of reading incentives provided by the school and peer group were taken into account as control variables. Parents' learning-oriented appreciation of reading and motivating practices emerged as important predictors of intrinsic and extrinsic RM. Reading frequency was predicted by the number of books at home and parents' motivating practices. The effects of family background on extrinsic RM and reading frequency remained stable, even after controlling for reading incentives provided by the school and peer group.},
  language  = {de}
}