TY - JOUR A1 - Koch, Helvi A1 - Spörer, Nadine T1 - Students improve in reading comprehension by learning how to teach reading strategies BT - an evidence-based approach for teacher education JF - Psychology Learning and Teaching N2 - In this intervention study, we investigated how we could teach university students who were majoring in education to teach reading strategies. The goal of the study was to analyze whether and to what extent students would benefit from the intervention with respect to their own learning. Did their own reading skills improve after they attended the intervention? The sample consisted of n = 61 students who were assigned to one of two conditions: (a) an adaption of reciprocal teaching; and (b) a control group that was not taught how to teach reading strategies. The evidence-based teaching method used in the intervention condition consisted of three elements: modeling, scaffolding, and repeated practice. Training success was assessed in a pre-posttest control group design with standardized reading comprehension and reading speed tests. To compare the development of the students in the two conditions, repeated measures ANOVAs were used. At posttest, intervention students outperformed control students in reading comprehension as well as in reading speed. KW - Reading strategies KW - reciprocal teaching KW - teacher education Y1 - 2017 U6 - https://doi.org/10.1177/1475725717700525 SN - 1475-7257 SN - 2057-3022 VL - 16 SP - 197 EP - 211 PB - Sage Publ. CY - London ER - TY - JOUR A1 - Herzog, Moritz A1 - Ehlert, Antje A1 - Fritz, Annemarie T1 - A Competency Model of Place Value Understanding in South African Primary School Pupils JF - African Journal of Research in Mathematics, Science and Technology Education N2 - Although the general development of mathematical abilities in primary school has been the focus of many researchers, the development of place value understanding has rarely been investigated to date. This is possibly due to the lack of conceptual approaches and empirical studies related to this topic. To fill this gap, a theory-driven and empirically validated model was developed that describes five sequential conceptual levels of place value understanding. The level sequence model gives us the ability to estimate general abilities and difficulties in primary school pupils in the development of a conceptual place value understanding. The level sequence model was tried and tested in Germany, and given that number words are very differently constructed in German and in the languages used in South African classrooms, this study aims to investigate whether this level sequence model can be transferred to South Africa. The findings based on the responses of 198 Grade 2-4 learners show that the English translation of the test items results in the same item level allocation as the original German test items, especially for the three basic levels. Educational implications are provided, in particular concrete suggestions on how place value might be taught according to the model and how to collect specific empirical data related to place value understanding. KW - Place value KW - Rasch test modelling KW - mathematical concepts Y1 - 2017 U6 - https://doi.org/10.1080/18117295.2017.1279453 SN - 1811-7295 SN - 2469-7656 VL - 21 SP - 37 EP - 48 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Schünemann, Nina A1 - Spörer, Nadine A1 - Voellinger, Vanessa A. A1 - Brunstein, Joachim Clemens T1 - Peer feedback mediates the impact of self-regulation procedures on strategy use and reading comprehension in reciprocal teaching groups JF - Instructional Science N2 - 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 (Schünemann 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. KW - Reading comprehension KW - Self-regulated learning KW - Co-regulation KW - Reading strategies KW - Feedback Y1 - 2017 U6 - https://doi.org/10.1007/s11251-017-9409-1 SN - 0020-4277 SN - 1573-1952 VL - 45 SP - 395 EP - 415 PB - Springer CY - Dordrecht ER - TY - JOUR A1 - Giest, Hartmut T1 - Einleitung JF - Die naturwissenschaftliche Perspektive konkret Y1 - 2017 SN - 978-3-7815-2161-2 SP - 9 EP - 10 PB - Klinkhardt CY - Bad Heilbrunn ER -