Titel Deelnemers "Korte inhoud" "Differential effects of reading strategy intervention for three levels of comprehenders : focus on text comprehension and autonomous reading motivation" "Lin Wu, Martin Valcke, Hilde Van Keer" "The present study aimed to explore whether reading strategy intervention directed by the principle of gradual release of responsibility (GRR) improves students' Chinese reading comprehension and autonomous reading motivation (ARM) and whether the intervention effectiveness varies for low, average, and high levels of comprehenders in secondary schools. A 2 × 2 crossover experimental intervention was set up, involving 1688 students from 30 classes of six lower secondary schools in China. They were randomly assigned to exposure to GRR-directed reading strategy intervention and then conventional reading instruction, or in reverse order. Students in the experimental phase received GRR-directed reading strategy instruction for 18 class sessions, whereas those in the control phase received conventional reading instruction in equal time. Hierarchical data collected at pretest, posttest, and follow-up test were analyzed with multilevel modeling. The results indicated that GRR-directed reading strategy instruction significantly improved students' Chinese reading comprehension and ARM. However, this teaching approach facilitated low, average, and high levels of comprehenders to significantly different extents. During the intervention, low-level comprehenders made greater progress in reading comprehension and ARM than average-level comprehenders, while average-level comprehenders made greater progress than high-level comprehenders. These findings suggest that an in-depth understanding of the effectiveness of GRR-directed reading strategy intervention requires consideration of different levels of comprehenders. Implications for reading teaching practice are discussed." "Autonomous and controlled reading motivation as predictors of reading behaviour and performance." "Jessie De Naeghel, Hilde Van Keer" "The aim of the present study was to examine how late primary school studentsU+2019 autonomous and controlled reading motivation contributes to their reading behaviour (i.e., reading frequency and engagement) and performance (i.e., comprehension) in a longitudinal study, since prior research was particularly cross-sectional and thus unable to test for the directions of effects. In addition, reading behaviour was examined as a mediator between reading motivation and comprehension, given that reading frequency and engagement have received mixed evidence as mediators in prior study. To pursue this aim, a longitudinal study (i.e., three measurement occasions) was set up. Participants included 458 fifth-grade primary school students (i.e., on average 10.5 years old). Path analyses indicated that recreational and academic autonomous reading motivation predicted higher leisure-time reading frequency and better reading comprehension as compared to controlled reading motivation. Interestingly, recreational and academic controlled reading motivation did not affect reading engagement and even yielded a significantly negative association with reading comprehension. This underlines the significance of distinguishing qualitatively different types of reading motivation (i.e., autonomous and controlled reading motivation). As for the mediation of the relationship between reading motivation and comprehension through reading behaviour, no evidence was found for reading frequency as a mediator between reading motivation and comprehension. In contrast, reading engagement mediated the relationship between recreational autonomous reading motivation and reading comprehension. This suggests that especially the emotional and behavioural quality of studentsU+2019 reading behaviour (i.e., engagement) rather than its quantity (i.e., frequency) is important in enhancing studentsU+2019 reading comprehension." "Promoting elementary school studentsU+2019 autonomous reading motivation : effects of a teacher professional development workshop" "Jessie De Naeghel, Hilde Van Keer, Maarten Vansteenkiste, Nathalie Aelterman" "Significant strategies for promoting autonomous reading motivation in fifth-grade elementary school: a case study research" "Jessie De Naeghel, Hilde Van Keer, Ruben Vanderlinde" "Impact of pupil and class-level characteristics on elementary students' autonomous reading motivation: a multilevel approach" "Jessie De Naeghel, Hilde Van Keer" "The aim of the present study is to examine the impact of pupil (gender, home language, home and peer involvement in reading) and class level characteristics (teachersU+2019 use of fiction and nonfiction, opportunities to read self-selected books and discuss reading materials with peers, the occurrence of teacher reading aloud, and support of a reading teacher) on fifth-grade studentsU+2019 autonomous reading motivation using multilevel modeling. 1260 fifth graders and their 67 teachers participated. As expected, girls have a higher autonomous reading motivation and are more alike than boys. Surprisingly, home language has no effect. Furthermore, home and peer involvement are positively associated with autonomous reading motivation. Finally, the presence of a literacy coach at school significantly optimizes pupilsU+2019 autonomous reading motivation." "Promoting elementary students' autonomous reading motivation: effects of a teacher training grounded in self-determination theory" "Jessie De Naeghel, Hilde Van Keer, Maarten Vansteenkiste, Nathalie Aelterman" "Responding to the declining trend in reading motivation in and beyond the primary school years, the present study aimed to enhance late primary studentsU+2019 autonomous reading motivation. Towards this end, this study evaluated the impact of a need-supportive teacher training grounded in self-determination theory (SDT) on fifth-grade studentsU+2019 (n = 664) autonomous motivation for school and leisure-time reading. A quasi-experimental repeated measures design was set up. The experimental condition consisted of teachers (n = 12) participating in a training aimed at providing the knowledge and skills necessary to implement an autonomy-supportive and structuring teaching style, whereas the control condition included teachers (n = 26) who continued their current teaching repertoire. Multilevel piece-wise growth analyses corroborated that students of trained teachers reported increased autonomous reading motivation relative to those in the control group, with the effects being more prominent for leisure-time reading compared to school-related reading. Students in the experimental group reported an increase in autonomous reading motivation from pretest to posttest in particular, whereas the control group experienced a decline. Additional analyses made clear that boys in particular benefitted from their teachersU+2019 need-supportive training. The findings of the present study complement the SDT literature by corroborating the positive effect of a need-supportive teacher training on late primary studentsU+2019 autonomous reading motivation." "Enhancing primary students' autonomous reading motivation: impact of an SDT-based teacher training" "Jessie De Naeghel, Hilde Van Keer, Maarten Vansteenkiste, Nathalie Aelterman" "Responding to the declining trend in reading motivation in and beyond the primary school years, the present study aimed to enhance late primary studentsU+2019 autonomous reading motivation. Towards this end, this study evaluated the impact of a need-supportive teacher training grounded in self-determination theory (SDT) on fifth-grade studentsU+2019 (n = 664) autonomous motivation for school and leisure-time reading. A quasi-experimental repeated measures design was set up. The experimental condition consisted of teachers (n = 12) participating in a training aimed at providing the knowledge and skills necessary to implement an autonomy-supportive and structuring teaching style, whereas the control condition included teachers (n = 26) who continued their current teaching repertoire. Multilevel piece-wise growth analyses corroborated that students of trained teachers reported increased autonomous reading motivation relative to those in the control group, with the effects being more prominent for leisure-time reading compared to school-related reading. Students in the experimental group reported an increase in autonomous reading motivation from pretest to posttest in particular, whereas the control group experienced a decline. Additional analyses made clear that boys in particular benefitted from their teachersU+2019 need-supportive training. The findings of the present study complement the SDT literature by corroborating the positive effect of a need-supportive teacher training on late primary studentsU+2019 autonomous reading motivation." "Students' autonomous reading motivation: A study into its correlates and promotion strategies in late elementary classrooms" "Jessie De Naeghel" "Strategies for promoting autonomous reading motivation: a multiple case study research in primary education" "Jessie De Naeghel, Hilde Van Keer, Ruben Vanderlinde" "The relation of student and class-level characteristics to primary school studentsU+2019 autonomous reading motivation: a multilevel approach" "Jessie De Naeghel, Hilde Van Keer"