Journalartikel

Jahr der Veröffentlichung: 2008

Seiten: 247-259

Zeitschrift: German Journal of Educational Psychology

Bandnummer: 22

Heftnummer: 3-4

ISSN: 1010-0652

eISSN: 1664-2910

DOI Link: https://doi.org/10.1024/1010-0652.22.34.247

Verlag: Hogrefe

Abstract: 
This study investigated how the reading comprehension of 7th-grade students can be improved through peer-assisted learning strategies for secondary-level students (High school PALS, Fuchs & Fuchs, 2001). The sample consisted of 74 students who were assigned either to one of three conditions: (a) PALS in German with German materials, (b) PALS in English with English materials or (c) control condition without training. Training success was assessed with standardized and experimenter-developed reading comprehension tests and with process data. At posttest and at maintenance (6 weeks after the intervention) students of both PALS conditions attained higher scores on measures of reading comprehension than control students. Further, students in the German PALS condition outperformed students in the English PALS condition at both measurement times. Analyzing the process data, during training students of both conditions improved in the quality of reading and summarizing. Modifications are discussed to foster the effectiveness of PALS in a foreign language.

Harvard-Zitierstil: Spoerer, N., Seuring, V., Schuenemann, N. and Brunstein, J. (2008) Fostering Seventh Graders' Reading Comprehension: Effects of Peer-Assisted Learning Strategies in German and English, German Journal of Educational Psychology, 22(3-4), pp. 247-259. https://doi.org/10.1024/1010-0652.22.34.247

APA-Zitierstil: Spoerer, N., Seuring, V., Schuenemann, N., & Brunstein, J. (2008). Fostering Seventh Graders' Reading Comprehension: Effects of Peer-Assisted Learning Strategies in German and English. German Journal of Educational Psychology. 22(3-4), 247-259. https://doi.org/10.1024/1010-0652.22.34.247