Journalartikel

Jahr der Veröffentlichung: 2009

Seiten: 289-297

Zeitschrift: Contemporary Educational Psychology

Bandnummer: 34

Heftnummer: 4

ISSN: 0361-476X

eISSN: 1090-2384

DOI Link: https://doi.org/10.1016/j.cedpsych.2009.06.004

Verlag: Elsevier

Abstract: 
Based on the work of Fuchs and Fuchs (Fuchs, D., & Fuchs, L S. (2001). Peer-assisted learning strategies in reading: Extensions for Kindergarten, first grade and high school. Remedial ET. Special Education, 22, 15-211, this study examined the effects of a peer-assisted learning strategies (PALS) program on the reading comprehension of 7th-grade students. In a pretest-posttest (active) control group design, eight intact classes consisting of 186 students were assigned either to a PALS condition or to a traditional instruction condition (TI). In 17 lessons, students were instructed by their regular teachers in the understanding of age-appropriate reading material. Treatment success was assessed with both performance-related (reading comprehension) and strategy-related (declarative and procedural strategy knowledge) test tasks. At posttest, PALS students (a) scored higher on experimenter-constructed and standardized comprehension tests, (b) achieved higher scores on declarative and procedural measures of summarizing strategies, and (c) improved to a greater extent in their understanding of self-regulated reading activities than TI students. (C) 2009 Elsevier Inc. All rights reserved.

Harvard-Zitierstil: Spoerer, N. and Brunstein, J. (2009) Fostering the reading comprehension of secondary school students through peer-assisted learning: Effects on strategy knowledge, strategy use, and task performance, Contemporary Educational Psychology, 34(4), pp. 289-297. https://doi.org/10.1016/j.cedpsych.2009.06.004

APA-Zitierstil: Spoerer, N., & Brunstein, J. (2009). Fostering the reading comprehension of secondary school students through peer-assisted learning: Effects on strategy knowledge, strategy use, and task performance. Contemporary Educational Psychology. 34(4), 289-297. https://doi.org/10.1016/j.cedpsych.2009.06.004