A path analytic test of the reading strategies mediation model: Relating cognitive competences and motivational influences to individual differences in fifth-grade students' reading comprehension

Völlinger, Vanessa A.; Spörer, Nadine; Lubbe, Dirk; Brunstein, Joachim C.

doi:10.1080/00220671.2017.1412930

Cited by 20 publications

(10 citation statements)

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“…In addition, motivation is the major predictor of foreign language learning strategies (Bonney et al, 2008); thus, the higher the motivation, the more likely the use of cognitive and metacognitive strategies will be for optimal learning (Li, 2017). Similarly, in the path analytic test of reading strategies mediation model, Völlinger et al (2018) found out that reading strategies had a direct effect on reading comprehension while motivation had an indirect effect on it through mediating reading strategies. Moreover, in a modeling study to investigate the relationships among mathematical problem solving, motivation and metacognition, Özcan and Eren Gümüş (2019) found that motivation had an indirect effect on mathematical problem solving through metacognition.…”

Section: Discussionmentioning

confidence: 99%

Self-regulated learning instruction and the relationships among self-regulation, reading comprehension and reading problem solving: PLS-SEM approach

2020

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Self-regulated learning (SRL) strategies have gained a great prominence in second language reading comprehension; however, to have a comprehensive picture of their efficacy, this study investigated the significant relationships among SRL components, reading comprehension and reading problem solving. Moreover, it examined the effects of SRL instruction on SRL strategies, reading comprehension, problem solving and the strength of the relationships among these variables. To this end, 183 Iranian English as a foreign language (EFL) learners participated in two phases of this study. In the first phase, the pretest PLS-SEM models were analyzed by evaluating the Motivated Strategies for Learning Questionnaire, Solving Problem Scale, and a test of reading comprehension. The results indicated that from among the components of SRL, cognitive and metacognitive strategies were the dominant predictors of reading comprehension and problem solving, respectively. In the second phase, the effects of SRL instruction and the traditional instruction of reading comprehension on the strength of the relationships were investigated by ABOUT THE AUTHORS

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Section: Discussionmentioning

confidence: 99%

Self-regulated learning instruction and the relationships among self-regulation, reading comprehension and reading problem solving: PLS-SEM approach

2020

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“…While research has also found a direct link among DIME components in upper elementary grades (e.g., vocabulary and inferencing, Cain & Oakhill, 2014;vocabulary and strategies, Zargar et al, 2020; background knowledge and reading strategies, Vitale & Romance, 2007; background knowledge and inferencing, Barnes et al, 1996;Cain et al, 2001;McNamara et al, 2003), more effortful aspects of the comprehension process and interrelations among them are noticeably absent from components skills models of reading comprehension, making it difficult to understand the relative importance of each skill (McNamara & Magliano, 2009). Recent component skills models of reading comprehension have evaluated some, but not all DIME components, and typically included four out of five components with more studies including inferencing and fewer studies including strategies or knowledge as the higher-order components (Daugaard et al, 2017;Kim, 2017Kim, , 2020aKim, , 2020bKopatich et al, 2019;Magliano et al, 2020;Oakhill & Cain, 2007;Oslund et al, 2016Oslund et al, , 2018Segers & Verhoeven, 2016;Smith, 2013;Tarchi, 2010;Völlinger et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Structure Altering Effects of a Multicomponent Reading Intervention: An Application of the Direct and Inferential Mediation (DIME) Model of Reading Comprehension in Upper Elementary Grades

et al. 2021

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We evaluate the direct and inferential mediation (DIME) model for reading comprehension with a sample of struggling readers in Grades 3 to 5 ( N = 364) in the context of a large-scale randomized controlled trial (RCT) investigating two theoretically distinct reading interventions (text processing + foundational skills [ n = 117] or text processing only [ n = 120]) and a control condition ( n = 127). We investigate whether the intervention affects not just reading comprehension levels, but also how variables within the reading system interrelate. This approach allows the focus to shift from intervention as influencing a change in reading comprehension status to a complex set of processes. We fit structural equation models (SEMs) to evaluate the DIME model at baseline, and a change model including reading comprehension and word reading at posttest. There were no significant mean differences between groups in reading comprehension. However, significant differences emerged on the direct and indirect effects of background knowledge, vocabulary, word reading, strategies, and inferencing on comprehension across grade levels and treatment conditions. Related to treatment groups, background knowledge, vocabulary, and inferencing were significantly related to comprehension at posttest for students who received text processing and/or foundational skills interventions. The results have implications for the direct instruction of higher-order reading skills in the context of multicomponent interventions.

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“… 2021 ; Völlinger et al. 2018 a). Diese Mediationseffekte deuten darauf hin, dass eine gute Strategienutzung nicht isoliert funktioniert, sondern Wortschatzkenntnisse sowie Leseflüssigkeit wichtig sind, um die positive Wirkung von Lesestrategien auf das Leseverständnis zu vermitteln (Völlinger et al.…”

Section: Förderung Verstehenden Lesens Durch Lesestrategien Und Peer-...unclassified

Quantität und Qualität des Strategieeinsatzes von Grundschülerinnen und Grundschülern in reziproken Lesegruppen

Völlinger

Stein

Eckart

2022

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ZusammenfassungZur Förderung der Leseleistungen von Schülerinnen und Schülern werden von nationalen und internationalen Experten Programme empfohlen, in denen Kinder gemeinsam an Leseaufgaben arbeiten und verschiedene Lesestrategien erlernen. Die Ergebnisse von Evaluationsstudien belegen die Wirksamkeit solcher Programme für die Entwicklung individueller Leseleistungen von Schülerinnen und Schülern, enthalten jedoch keine Informationen dazu, wie die gemeinsame Strategieanwendung in den Kleingruppen abläuft. Der vorliegende Beitrag betrachtet anhand von Videomaterial zu drei Messzeitpunkten, ob und wie Schülerinnen und Schüler der 3. Klasse gemeinsam die Lesestrategien Klären, Fragen und Vorhersagen auf Sachtexte anwenden und ob ein Trainingseffekt für Kinder in Kleingruppen festzustellen ist, die an einer peer-gestützten strategiebasierten Leseförderung teilgenommen haben. Dazu wird eine Interventionsgruppe mit einer Unterrichtskontrollgruppe verglichen, die regulären Deutschunterricht ohne explizite Strategieförderung erhielt. Sowohl die Quantität als auch die Qualität der Strategieanwendung in den Lesegruppen wurde anhand eines deduktiv entwickelten Schemas kodiert. Die Ergebnisse zeigen, dass zu allen drei Messzeitpunkten (Prä‑, Post- und Follow-up-Test) weniger als 50 % der Schülerinnen und Schüler Lesestrategien anwendeten. Am häufigsten wurde insgesamt die Strategie Fragen genutzt. Ein moderat positiver Trainingseffekt zeigte sich insbesondere für die Strategie Vorhersagen. Zu diskutieren ist, warum die Schülerinnen und Schüler nicht mehr Strategien auf einem höheren Elaborationsniveau anwendeten und ob weitere Kompetenzen für die wirkungsvolle Strategieanwendung in Kleingruppen benötigt werden. Die Untersuchung unterstreicht die Bedeutung prozessnaher Datenerhebung für die Weiterentwicklung von Fördermaßnahmen in Forschung und Praxis.

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A path analytic test of the reading strategies mediation model: Relating cognitive competences and motivational influences to individual differences in fifth-grade students' reading comprehension

Cited by 20 publications

References 48 publications

Self-regulated learning instruction and the relationships among self-regulation, reading comprehension and reading problem solving: PLS-SEM approach

Self-regulated learning instruction and the relationships among self-regulation, reading comprehension and reading problem solving: PLS-SEM approach

Structure Altering Effects of a Multicomponent Reading Intervention: An Application of the Direct and Inferential Mediation (DIME) Model of Reading Comprehension in Upper Elementary Grades

Quantität und Qualität des Strategieeinsatzes von Grundschülerinnen und Grundschülern in reziproken Lesegruppen

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