Improvements of self-regulation procedures for fifth graders' reading competence: Analyzing effects on reading comprehension, reading strategy performance, and motivation for reading.

Autor/inn/en	Spörer, Nadine; Schünemann, Nina
Titel	Improvements of self-regulation procedures for fifth graders' reading competence: Analyzing effects on reading comprehension, reading strategy performance, and motivation for reading. Gefälligkeitsübersetzung: Verbesserungen der selbstregulatorischen Maßnahmen für das Leseverständnis bei Fünftklässlern: Eine Analyse der Effekte auf das Leseverständnis, die korrekte Anwendung von Lesestrategien und die Lesemotivation.
Quelle	In: Learning and instruction, (2014) 33, S. 147-157Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2014.05.002
Schlagwörter	Selbstregulation; Schule; Lehrmethode; Selbstgesteuertes Lernen; Leseunterricht; Leseverstehen; Training; Intervention; Strategie
Abstract	Investigated the effects of reciprocal teaching (RT) combined with self-regulation procedures on reading comprehension. Participants included 534 fifth-grade students with a mean age of 10 years. Students were assigned to RT combined with strategy implementation procedures (RT+SIT), outcome regulation procedures (RIT+ORP), or SIT and ORP (RT+SRL), or they received RT without explicit instruction regarding self-regulation. The Frankfurter Leseverständnistest für 5. und 6. Klassen (FLVT 5-6, a German reading competency test), an assessment of students' ability to correctly perform reading strategies, the German version of the PISA 2000 scale on reading motivation, and the Salzburger Lese-Screening für die Klassenstufen 5-8 (SLS 5-8) were completed before and directly after the training as well as at eight weeks follow-up. Results showed that RT combined with self-regulation learning procedures was associated with better reading comprehension at follow-up than RT alone. Furthermore, students in the RT+SIT and RT+ORP conditions demonstrated more improvement in reading comprehension as compared to students in the RT+SRL condition. Students in the RT+SIT and RT+SRL conditions also outperformed students in the RT and RT+ORP conditions regarding strategy performance. Moreover, reading motivation was improved between pre- and post-tests and between post-test and follow-up in the RT+ORP condition. Reading comprehension was observed to be mediated by strategy performance in the RT+SRL condition. It is concluded that self-regulation methods may improve reading comprehension in fifth graders. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3