Stöger H, Sontag C, Ziegler A (2014)
Publication Language: English
Publication Type: Journal article
Publication year: 2014
Publisher: American Psychological Association
Pages Range: 00-00
DOI: 10.1037/a0036035
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 © 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. (PsycINFO Database Record © 2014 APA, all rights reserved).
APA:
Stöger, H., Sontag, C., & Ziegler, A. (2014). Impact of a teacher-led intervention on preference for self-regulated learning finding main ideas in expository texts and reading comprehension. Journal of Educational Psychology, 00-00. https://dx.doi.org/10.1037/a0036035
MLA:
Stöger, Heidrun, Christine Sontag, and Albert Ziegler. "Impact of a teacher-led intervention on preference for self-regulated learning finding main ideas in expository texts and reading comprehension." Journal of Educational Psychology (2014): 00-00.
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