Promotion of reading competence in elementary school: Theory-driven evaluation of the effectiveness and intervening mechanisms of a strategy-based and peer-assisted intervention.
Developmental and Educational Psychology
Final Report Abstract
The development of reading comprehension is a central learning goal for elementary school. As school performance studies have repeatedly shown, not all pupils develop reading comprehension skills because of regular lessons. However, intervention programs and systematic training can not only be implemented in remedial lessons but can also be used as a central design element in regular German lessons. Programs in which reading-promoting activities are implemented together with peers are particularly suitable for this purpose. In this project, such a reading training program was used and evaluated in 3rd grade classes. The aim was to test whether lessons using the "Raffi and his friends" reading training led to a more significant increase in reading performance (vocabulary, fluent reading, use of reading strategies and reading comprehension) than regular German lessons. The evaluation of the program also included observing how students work together in small groups to develop a reading text using video recordings. The aim was to examine how the students work on the text, i.e. whether they use reading strategies, how they interact with each other (group climate) and how they regulate their joint work (group regulation). This data will then be used to examine whether a higher quality of cooperation in the small groups is associated with a stronger increase in individual reading performance. The results show that an effective program to promote meaningful reading should ideally combine different aspects, such as the promotion of fluent reading, vocabulary and reading strategies, taking into account activities to promote reading motivation. Positive effects in favor of the training group were shown in the study in two cohorts (school year 2019/20 and school year 2021/22) for recorded written reading strategy skills and reading comprehension. There are also indications of a recommendable adaptation of the training in order to support particularly weak readers more effectively. The video analyses carried out show an increase in the time on task for trained students. No effects on positive or negative socio-emotional interactions were evident. Overall, the trained students applied more reading strategies in their collaboration on the reading texts. However, the level of strategy use was low in both the control and intervention groups. This indicates that the use of reading strategies has not yet been incorporated into the children's behavioral repertoire in cooperative reading work. Longer-term interventions could be supportive for further automation.
Publications
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Quantity and quality of elementary school students’ strategy use in reciprocal reading groups. Paper presented at the 19th European Conference for Research on Learning and Instruction EARLI, online.
Völlinger, V. A. & Münker, L.
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Theoriegeleitete Evaluation einer klassenbasierten peer-gestützten Lesestrategieförderung in der Grundschule. Vortrag auf der Fachtagung Pädagogische Psychologie, online.
Völlinger, V. A., Münker, L. & Lubbe, D.
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Praktisches Beispiel der Messung von Treatment-Integrität in einer schulischen Leseförderung. Posterpräsentation auf dem 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Hildesheim.
Stein, L.-K. & Völlinger, V. A.
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Quantität und Qualität des Strategieeinsatzes von Grundschülerinnen und Grundschülern in reziproken Lesegruppen. Zeitschrift für Grundschulforschung, 15(2), 361-378.
Völlinger, Vanessa A.; Stein, Lisa-Kristin & Eckart, Agnes
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Sozialklima und kooperative Leseförderung in der Grundschule: Prüfung von sozialer Integration und Klassenklima als Wirkfaktoren in einem peer-gestützten Lesestrategietraining. Posterpräsentation auf dem 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Hildesheim.
Gunzert, A., Völlinger, V. A. & Stein, L.-K.
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Vorhersage des Leseverständnisses in der 3. und 5. Klasse: Gemeinsamkeiten und Unterschiede in strukturellen Zusammenhängen. Vortrag auf dem 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Hildesheim.
Völlinger, V. A., Stein, L.-K. & Lubbe, D.
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A quasi-experimental study of a peer-assisted strategy-based reading intervention in elementary school. Contemporary Educational Psychology, 73, 102180.
Völlinger, Vanessa A.; Lubbe, Dirk & Stein, Lisa-Kristin
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Developing theoretically grounded and evidence-based intervention programs: Fostering students’ learning in school. In O. Schultheiss (Ed.) Motivation, self-regulation, and learning: A Festschrift for Joachim C. Brunstein. FAU Press.
Spörer, N. & Völlinger, V. A.
