Literaturnachweis - Detailanzeige
| 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.799-814 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0663 |
| DOI | 10.1037/a0036035 |
| Schlagwörter | Intervention; Grade 4; Elementary School Students; Preferences; Student Attitudes; Self Control; Reading Comprehension; Reading Instruction; Quasiexperimental Design; Comparative Analysis; Control Groups; Experimental Groups; Learner Controlled Instruction; Foreign Countries; Faculty Development; Workshops; Training; Reading Materials; Summative Evaluation; Questionnaires; Correlation; Statistical Analysis; Reading Tests; Regression (Statistics); Germany |
| Abstract | We 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 our 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. (As Provided). |
| Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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