TY  - JOUR
A1  - Schaffner, Ellen
A1  - Schiefele, Ulrich
T1  - The prediction of reading comprehension by cognitive and motivational factors - does text accessibility during comprehension testing make a difference?
JF  - Learning and individual differences
N2  - This study examined the unique contributions of various predictors to reading comprehension measured either without or with access to the text during testing. Reasoning ability, prior knowledge, and decoding skills were assumed to have stronger contributions to comprehension without text access than with text access, whereas current motivation should be more strongly associated with comprehension measured with access to the text. Metacognitive strategy knowledge and test anxiety were expected to be equally associated with comprehension in the two test conditions. Participants were 424 eighth- and ninth-grade students. They were presented with several instruments measuring cognitive and motivational predictors and read a text on a mathematical topic; then half of them took a test on comprehension either without or with text access. Based on multiple-group structural equation modeling, results indicated that reasoning ability, decoding ability, and metacognitive strategy knowledge significantly predicted comprehension only in the without-text condition, whereas achievement motivation and test anxiety significantly predicted comprehension only in the with-text condition. The unique contributions of intrinsic motivation to comprehension were significant, but did unexpectedly not differ between the without-text and the with-text condition.
KW  - Reading comprehension
KW  - Reasoning ability
KW  - Prior knowledge
KW  - Metacognitive strategy knowledge
KW  - Current motivation
KW  - Test anxiety
Y1  - 2013
U6  - https://doi.org/10.1016/j.lindif.2013.04.003
SN  - 1041-6080
VL  - 26
IS  - 8
SP  - 42
EP  - 54
PB  - Elsevier
CY  - Amsterdam
ER  - 
TY  - JOUR
A1  - Schünemann, Nina
A1  - Spörer, Nadine
A1  - Brunstein, Joachim Clemens
T1  - Integrating self-regulation in whole-class reciprocal teaching - a moderator-mediator analysis of incremental effects on fifth graders' reading comprehension
JF  - Contemporary educational psychology
N2  - 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.
KW  - Reciprocal teaching
KW  - Reading comprehension
KW  - Self-regulated learning
KW  - Reading fluency
KW  - Reading strategies
Y1  - 2013
U6  - https://doi.org/10.1016/j.cedpsych.2013.06.002
SN  - 0361-476X
SN  - 1090-2384
VL  - 38
IS  - 4
SP  - 289
EP  - 305
PB  - Elsevier
CY  - San Diego
ER  -