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We investigated what impact elaborated feedback has on sixth graders' deep-level comprehension of texts within a computer-based assessment. Experiment 1 (N = 566) focused on the contents of computer-provided elaborated feedback (i.e. inference-prompts, error explanations, or monitoring-prompt) using a control-group design. Results showed that none of the feedback treatments had an effect on performance. This appeared to result from participants' low commitment to processing the feedback. Experiment 2 (N = 251) focused on the feedback presentation type by varying computer-mediated and person-mediated inference-prompts within a control-group design. Results showed that only the person-mediated inference-prompts had significant effects on performance with respect to the correction of initially false answers to comprehension questions and the performance on subsequent test questions. Findings of both experiments indicate the impact of inference-prompts on text comprehension within performance assessments, highlighting the need to explicitly account for motivational issues in feedback interventions on higher-order reading processes.

Recent studies have analyzed social and dimensional comparisons simultaneously in order to consider their impact on students' academic self-concept (e.g., Chiu, 2012 ). Thereby, social comparisons refer to comparisons with the achievement level of students' classmates, whereas dimensional comparisons comprise comparisons between students' individual achievements across different domains. This paper analyzes whether both achievement comparisons influence students' subject-interest in mathematics and English (as a first foreign language). The analyses are based on N = 1390 German fifth and sixth grade students who participated in the BiKS-8-14 longitudinal study. Using multi-level analyses, results indicate that students' competences influence their mathematical and English subject-interests, demonstrating the typical pattern of social and dimensional comparisons. Further, analyses reveal mediation effects by subject-specific grades and self-concepts. These findings also apply for the development of students' subject-interest from grade 5 to grade 6. Results are discussed with respect to their implications concerning theories of achievement comparisons and interest development.

Drawing on knowledge about the development of reading comprehension, and empirical insights into the effects of training on students' learning strategies and reading-related metacognition, we developed a parent–child reading program for implementation in the home environment. The results of this first quasi-experimental evaluation study indicate that it is generally possible to implement a program of this kind within the family setting, but that participation is low and selective based on family background and children's achievement level. Nevertheless, participation in the program was found to have substantial effects on the development of vocabulary and on reading-related metacognition, indicating that family-based reading programs have considerable potential. The issues of selective participation and the lack of a program effect on text comprehension are discussed, and prospects for future research on systematic reading training in the family context are considered.