Impact of a teacher-led intervention on preference for self-regulated learning, finding main ideas in expository texts, and reading comprehension.

Autor/inn/en	Stoeger, Heidrun; Sontag, Christine; Ziegler, Albert
Titel	Impact of a teacher-led intervention on preference for self-regulated learning, finding main ideas in expository texts, and reading comprehension.
Quelle	In: Journal of educational psychology, 106 (2014) 3, S. 799-814Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/a0036035
Schlagwörter	Bildungsforschung; Empirische Untersuchung; Pädagogische Psychologie; Grundschule; Pädagogische Psychologie; Lehrerverhalten; Süddeutschland; Unterrichtsmethode; Bildungsforschung; Leseverstehen; Intervention; Lesekompetenz; Schuljahr 04; Grundschule; Lehrerverhalten; Unterrichtsmethode; Lesekompetenz; Leseverstehen; Intervention; Lesemethode; Süddeutschland
Abstract	[The authors] examined the impact of a teacher-led intervention, implemented during regular classroom instruction and homework, on fourth-grade students' preference for self-regulated learning, finding main ideas in expository texts, and reading comprehension. In [their] quasi-experimental study with intact classrooms, (a) students (n = 266, 12 classrooms) who received regular classroom instruction (REG) were compared with (b) students (n = 268, 12 classrooms) who were taught text reduction strategies (TEXT) and (c) students (n = 229, 9 classrooms) who were introduced to text reduction strategies within the framework of a 7-step cyclical model of self-regulated learning (SRL + TEXT). Participating classrooms were semi-randomly assigned to 1 of the 3 conditions, with the restriction that teachers from one school could not be in different intervention conditions. Both in their posttest and follow-up test results (11 weeks after the intervention), SRL + TEXT students showed a stronger preference for self-regulated learning than students of the 2 other groups. The SRL + TEXT students also identified more main ideas over the course of the intervention. Positive effects on reading comprehension in a standardized test were restricted to students without migration background. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2015/1