Journal article

Publication year: 2014

Pages: 147-157

Journal: Learning and Instruction

Volume number: 33

ISSN: 0959-4752

DOI Link: https://doi.org/10.1016/j.learninstruc.2014.05.002

Publisher: Elsevier

Abstract: 
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.

Harvard Citation style: Spoerer, N. and Schuenemann, N. (2014) Improvements of self-regulation procedures for fifth graders' reading competence: Analyzing effects on reading comprehension, reading strategy performance, and motivation for reading, Learning and Instruction, 33, pp. 147-157. https://doi.org/10.1016/j.learninstruc.2014.05.002

APA Citation style: Spoerer, N., & Schuenemann, N. (2014). Improvements of self-regulation procedures for fifth graders' reading competence: Analyzing effects on reading comprehension, reading strategy performance, and motivation for reading. Learning and Instruction. 33, 147-157. https://doi.org/10.1016/j.learninstruc.2014.05.002