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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.
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.
The goal of the present study was to analyze how students' attitudes towards inclusive education develop over the course of a school year and how these attitudes relate to students' peer relations. Sixth- and seventh-graders of 44 inclusive classes filled out a questionnaire at two measurement points within one school year to assess attitudes towards inclusive education and peer relations. Applying multilevel regression analyses it turned out that changes in peer relations over time were positively predicted by students' attitudes towards instructional adaptations for students with behaviour difficulties. Further, students with self-perceived behavior difficulties reported lower scores for peer relations compared to students without self-perceived difficulties.
Results are discussed with respect to structural factors and individual characteristics affecting inclusive education.
Selbstreguliertes Lernen umfasst gedankliche und verhaltensbezogene Aktivitäten, die Lernende dazu befähigen, aufgabenspezifische Fertigkeiten effizient erwerben sowie wirksam und nachhaltig einsetzen zu können. In dem vorliegenden Editorial werden einschlägige Funktions- und Ordnungssysteme selbstregulierten Lernens sowie charakteristische Formen der Vermittlung und Anwendung strategischer Fertigkeiten gekennzeichnet, einschließlich eines Überblicks zu den Beiträgen des Themenschwerpunktes zur «Förderung selbstregulierten Lernens im schulischen Kontext». Als Bestandsaufnahme vorliegender Beiträge werden Grenzen bisheriger und Perspektiven zukünftiger Forschung in diesem Bereich benannt.
The aim of this study was to investigate the effects of three different forms of strategy instruction on 210 elementary-school students' reading comprehension. Students were assigned to any one of three intervention conditions or to a traditional instruction condition (control condition). Training students were taught four reading strategies (summarizing, questioning, clarifying, predicting) and practiced these strategies in small groups (reciprocal teaching), pairs, or instructor-guided small groups. At both the post- and follow-up test the intervention students attained higher scores on an experiment-developed task of reading comprehension and strategy use than the control students who received traditional instruction. Furthermore, students who practiced reciprocal teaching in small groups outperformed use than the control students who received traditional instruction groups on a standardized reading comprehension test.
In dieser Studie wurde untersucht, wie das Leseverständnis von Schülern der 5. Klasse mittels reziproken Lehrens gefördert werden kann. Dabei wurde insbesondere betrachtet, welche Relevanz die Vermittlung spezifischer Lesestrategien besitzt. Die Stichprobe bestand aus 380 Schülern aus 15 Klassen, die einer von drei Bedingungen zugewiesen wurden: (a) Training der vier Lesestrategien Klären, Fragen, Vorhersagen, Zusammenfassen (4S), (b) Training der drei Lesestrategien Klären, Fragen, Vorhersagen (3S) oder (c) Training der Leseflüssigkeit (LF; keine Vermittlung von Lesestrategien). Der Lernerfolg wurde unmittelbar sowie 9 Wochen nach Abschluss der Intervention mittels standardisierter Leseverständnis- und Leseflüssigkeitstests sowie selbst konstruierter Tests zur Erfassung der Qualität der Strategieanwendung erhoben. Zusätzlich wurden im Verlauf des Trainings Prozessdaten erfasst. Bezogen auf die Leseflüssigkeit zeigte der Prätest-Posttest-Vergleich, dass sich Schüler aller Bedingungen verbesserten. Zum Follow-up-Test schnitten hingegen LF-Schüler besser ab als Schüler der Strategie-Bedingungen. Bezogen auf das Leseverständnis erreichten nach Abschluss des Trainings 3S-Schüler bessere Leistungen als Schüler der anderen Trainingsbedingungen. Sie konnten ihren Vorsprung mittelfristig jedoch nicht aufrechterhalten. 3S- und 4S-Schüler erstellten zum Posttest signifikant bessere Zusammenfassungen als LF-Schüler. Schließlich zeigten die Prozessdaten, dass sich Schüler beider Strategiebedingungen kontinuierlich in der Anwendung der Lesestrategien Fragen und Vorhersagen verbesserten. Es werden Veränderungen des Trainings zur Steigerung der Effektivität bei Umsetzung in Regelschulklassen diskutiert.
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.
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.
Germany is continuously expanding its inclusive education system. Research provides evidence that students with special educational needs (SEN) in inclusive school settings show lower academic achievement and come from lower socioeconomic backgrounds than their peers without SEN. Identifying to what extent the disadvantages originating from both characteristics are confounded in predicting academic achievement, has been neglected in the German educational context. Using data of 1711 primary and secondary school students from a longitudinal study in the state of Brandenburg, this study evaluates to what degree SEN (in the areas of learning and emotional-social difficulties) and socioeconomic background (SES) are confounded in predicting academic initial achievement in reading and mathematics as well as their development over time. Using multilevel modelling techniques that nest three measurement points into students and students into classes, results identify SES and SEN as relevant predictors of achievement status and growth in both subjects. Only few and small mediation effects of SES were found, indicating that both SES and SEN remain independent risk factors for achievement. Understanding the origins of student disadvantage can help teachers to make better informed choices for designing support measures and aid policymakers' reasoning for resource allocations.