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Joachim C. Brunstein

University of Giessen

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Effekte eines Vorschalttrainings zum induktiven Denken auf die Rechenleistung von Förderschulkindern vor und nach Durchführung eines Mathematiktrainings. Ergebnisse einer Mehrebenenanalyse von Einzelfalldaten

2020
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Examining Between-Group and Within-Group Effects of a Peer-Assisted Reading Strategies Intervention.

2018 Psychology in the Schools
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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

2018 Journal of Educational Research
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Peer feedback mediates the impact of self-regulation procedures on strategy use and reading comprehension in reciprocal teaching groups

2017 Instructional Science
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High-structure versus low-structure cooperative learning in introductory psychology classes for student teachers: Effects on conceptual knowledge, self-perceived competence, and subjective task values

2017 Learning and Instruction
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Integrating self-regulation in whole-class reciprocal teaching: A moderator–mediator analysis of incremental effects on fifth graders’ reading comprehension

2013 Contemporary Educational Psychology
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Schreibstrategieinstruktion bei Viertklässlern mit und ohne Problemverhalten: Effekte von Selbstüberwachung und operanter Verstärkung auf Schreibleistung und Arbeitsverhalten

2012 Zeitschrift Fur Padagogische Psychologie
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WITHDRAWN: Improving writing competence in fourth-grade classrooms: Effects of a teacher-implemented self-regulated writing program on students' strategy-related knowledge, planning skills, and writing performance

2011 Journal of School Psychology
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Testing a path-analytic mediation model of how self-regulated writing strategies improve fourth graders' composition skills: A randomized controlled trial.

2011 Journal of Educational Psychology
- Joachim C. Brunstein
- Cornelia Glaser
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Förderung der Schreibkompetenz bei Viertklässlern

2010 Zeitschrift Fur Padagogische Psychologie
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