@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{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{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}
}