@article{MuellerRichterKarageorgosetal.2017,
  author    = {M{\"u}ller, Bettina and Richter, Tobias and Karageorgos, Panagiotis and Krawietz, Sabine and Ennemoser, Marco},
  title     = {Effects of a syllable-based reading intervention in poor-reading fourth graders},
  series = {Frontiers in Psychology},
  volume    = {8},
  journal   = {Frontiers in Psychology},
  number    = {1635},
  doi       = {10.3389/fpsyg.2017.01635},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-158841},
  year      = {2017},
  abstract  = {In transparent orthographies, persistent reading fluency difficulties are a major cause of poor reading skills in primary school. The purpose of the present study was to investigate effects of a syllable-based reading intervention on word reading fluency and reading comprehension among German-speaking poor readers in Grade 4. The 16-session intervention was based on analyzing the syllabic structure of words to strengthen the mental representations of syllables and words that consist of these syllables. The training materials were designed using the 500 most frequent syllables typically read by fourth graders. The 75 poor readers were randomly allocated to the treatment or the control group. Results indicate a significant and strong effect on the fluency of recognizing single words, whereas text-level reading comprehension was not significantly improved by the training. The specific treatment effect provides evidence that a short syllable-based approach works even in older poor readers at the end of primary school.},
  language  = {en}
}
@article{SchindlerRichterEysser2017,
  author    = {Schindler, Julia and Richter, Tobias and Eyßer, Carolin},
  title     = {Mood moderates the effect of self-generation during learning},
  series = {Frontline Learning Research},
  volume    = {5},
  journal   = {Frontline Learning Research},
  number    = {4},
  doi       = {10.14786/flr.v5i4.296},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-159282},
  pages     = {76-88},
  year      = {2017},
  abstract  = {Generating information, compared to reading, improves learning and enhances long-term retention of the learned content. This so-called generation effect has been demonstrated repeatedly for recall and recognition of single words. However, before adopting generating as a learning strategy in educational contexts, conditions moderating the effect need to be identified. This study investigated the impact of positive and negative mood states on the generation effect with short expository texts. According to the dual-force framework (Fiedler, Nickel, Asbeck, \& Pagel, 2003), positive mood should facilitate generation by enhancing creative knowledge-based top-down processing (assimilation). Negative mood, however, should facilitate learning in the read-condition by enhancing critical stimulus-driven bottom-up processing (accommodation). In contrast to our expectations, we found no general generation effect but an overall learning advantage of read compared to generated texts. However, a significant interaction of learning condition and mood indicates that learners in a better mood recall generated texts better than learners in a more negative mood, whereas no mood effect was found when the texts were read. The results of the present study partially support the predictions of the dual-force framework and are discussed in the context of recent theoretical approaches to the generation effect.},
  language  = {en}
}