@article{MarxHepptHenschel2017,
  author    = {Marx, Alexandra and Heppt, Birgit and Henschel, Sofie},
  title     = {Listening comprehension of academic and everyday language in first language and second language students},
  series = {Applied psycholinguistics : psychological and linguistic studies across languages and learners},
  volume    = {38},
  journal   = {Applied psycholinguistics : psychological and linguistic studies across languages and learners},
  publisher = {Cambridge Univ. Press},
  address   = {New York},
  issn      = {0142-7164},
  doi       = {10.1017/S0142716416000333},
  pages     = {571 -- 600},
  year      = {2017},
  abstract  = {Listening comprehension in academic contexts is an important prerequisite for the acquisition of school-related skills. However, the concept of academic language is generally the subject of much debate, and there is no consensus yet on what constitutes academic listening comprehension. To date, it remains unclear whether listening comprehension of academic language may be regarded as a distinct construct. The present study investigates the distinction of academic and everyday listening comprehension in 459 ninth-grade students speaking German as a first language or as a second language. Empirical results provide preliminary evidence that academic listening forms a separate facet of listening comprehension. Contrary to theoretical assumptions, second language students were not particularly disadvantaged in terms of academic listening comprehension.},
  language  = {en}
}
@article{HenschelSchaffner2014,
  author    = {Henschel, Sofie and Schaffner, Ellen},
  title     = {Differential relationships between components of reading motivation and comprehension of literary and expository texts},
  series = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis},
  volume    = {61},
  journal   = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis},
  number    = {2},
  publisher = {Reinhardt},
  address   = {M{\"u}nchen},
  issn      = {0342-183X},
  doi       = {10.2378/peu2014.art10d},
  pages     = {112 -- 126},
  year      = {2014},
  abstract  = {Studies on habitual reading motivation (RM) indicate positive relations between intrinsic RM and text comprehension. Extrinsic RM in contrast is not or negatively correlated with text comprehension. However, it is unknown on which sub-dimensions - in particular of intrinsic RM these relationships are based and whether they apply to the understanding of literary and expository texts equally. Therefore, we examined in a sample of 1500 9th graders whether there are differential relationships between single subdimensions of intrinsic RM (object- vs. experience-related) and extrinsic RM (competition- vs. achievement-related) and comprehension of literary and expository texts. Results indicate that both dimensions of extrinsic RM are negatively (competition-related RM) or not significantly (achievement-related RM) associated with comprehension of literary and expository texts. While object-related RM has equally strong positive effects on both types of text comprehension, experience-related RM is exclusively associated with literary, but not with expository text comprehension.},
  language  = {de}
}