@article{RetelsdorfBeckerKoelleretal.2012,
  author    = {Retelsdorf, Jan and Becker, Michael and K{\"o}ller, Olaf and M{\"o}ller, Jens},
  title     = {Reading development in a tracked school system: A longitudinal study over 3 years using propensity score matching},
  series = {British journal of educational psychology},
  volume    = {82},
  journal   = {British journal of educational psychology},
  number    = {4},
  publisher = {Wiley-Blackwell},
  address   = {Hoboken},
  issn      = {0007-0998},
  doi       = {10.1111/j.2044-8279.2011.02051.x},
  pages     = {647 -- 671},
  year      = {2012},
  abstract  = {Background. Assigning students to different school tracks on the basis of their achievement levels is a widely used strategy that aims at giving students the best possible learning opportunity. There is, however, a growing body of literature that questions such positive effects of tracking. Aims. This study compared the developmental trajectories of reading comprehension and decoding speed between students at academic track schools that typically prepare students for university entrance and students at non-academic track schools that usually prepare students for vocational education. Sample. In a longitudinal design with three occasions of data collection, the authors drew on a sample of N= 1,508 5th graders (age at T1 about 11 years, age at T3 about 14 years) from 60 schools in Germany. The academic track sample comprised n= 568 students; the non-academic track sample comprised n= 940 students. Method. Achievement measures were obtained by standardized tests of reading comprehension and decoding speed. Students at the different tracks were closely matched using propensity scores. To compare students growth trajectories between the different school tracks, we applied multi-group latent growth curve models. Results. Comparable results were recorded for the complete (unmatched) sample and for the matched pairs. In all cases, students at the different tracks displayed a similar growth in reading comprehension, whereas larger growth rates for students at academic track schools were recorded for decoding speed. Conclusions. Our findings contribute to an increasing body of literature suggesting that tracking might have undesired side effects.},
  language  = {en}
}
@article{HettingerLazaridesRetelsdorf2022,
  author    = {Hettinger, Katharina and Lazarides, Rebecca and Retelsdorf, Jan},
  title     = {Interindividuell unterschiedliche Ver{\"a}nderungen der Lesemotivation},
  series = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  volume    = {25},
  journal   = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  number    = {2},
  publisher = {Springer Vieweg-Springer Fachmedien Wiesbaden GmbH},
  address   = {Wiesbaden},
  issn      = {1434-663X},
  doi       = {10.1007/s11618-022-01076-1},
  pages     = {353 -- 376},
  year      = {2022},
  abstract  = {Reading motivation is highly significant for students' reading achievement and varies interindividual. However, only few studies investigate changes in reading motivation patterns considering student gender, reading achievement and teaching behavior. These results would allow adaptive teaching. In this longitudinal study we aim to close this research gap by examining students' valuing of reading and reading self-concept using data from N = 1313 German fifth- and sixth-grade students (50.0\% girls). Results of latent profile analyses identified three motivational profiles: 'Low intrinsic value', 'Moderate reading motivation' and 'High reading motivation'. Highly supportive teaching-as perceived by students-in Grade 5 was significantly associated with a lower probability to change in the 'Low intrinsic value profile' instead into the 'High reading motivation profile'. Girls and high achievers in reading changed less likely into the 'Moderate reading motivation profile' than into the 'High reading motivation profile'. Implications for teaching are discussed.},
  language  = {de}
}