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Based on an evaluation project as part of the program Bildung durch Sprache und Schrift (BiSS) funded by the German Federal Ministry of Education and Research, this study examines preconditions of effective implementation of reading skill promotion into school practice within two BiSS-groups and one control group. The two programs largely differed with respect to their implementation strategy (top-down vs. bottom-up) and complexity of the teaching material. We used teacher surveys and competence tests for students to evaluate the two programs. Two samples of 100 and 98 teachers were surveyed regarding preconditions (beliefs, self-efficacy, knowledge, acceptance) and regarding desired effects (fidelity, usage of materials). Development of students' reading skills (reading fluency, reading comprehension, reading strategies, reading motivation) was investigated in a longitudinal study with N=1054 students. Results reveal few usage and positive effects within the BiSS-groups than intended. Rather, contrasts between the results for the two programs are marginal despite their conceptual differences. Analyses of intercorrelations between aspects of implementation demonstrate that successful implementation depends on the fit of characteristics of the program, the individual teacher, and specific circumstances of the school. Implications for research and practice are discussed.

Based on an evaluation project as part of the program Bildung durch Sprache und Schrift (BiSS) funded by the German Federal Ministry of Education and Research, this study examines preconditions of effective implementation of reading skill promotion into school practice within two BiSS-groups and one control group. The two programs largely differed with respect to their implementation strategy (top-down vs. bottom-up) and complexity of the teaching material. We used teacher surveys and competence tests for students to evaluate the two programs. Two samples of 100 and 98 teachers were surveyed regarding preconditions (beliefs, self-efficacy, knowledge, acceptance) and regarding desired effects (fidelity, usage of materials). Development of students' reading skills (reading fluency, reading comprehension, reading strategies, reading motivation) was investigated in a longitudinal study with N=1054 students. Results reveal few usage and positive effects within the BiSS-groups than intended. Rather, contrasts between the results for the two programs are marginal despite their conceptual differences. Analyses of intercorrelations between aspects of implementation demonstrate that successful implementation depends on the fit of characteristics of the program, the individual teacher, and specific circumstances of the school. Implications for research and practice are discussed.

In technical systems, static pressure and pressure changes are usually measured with piezoelectric materials or solid membranes. In this paper, we suggest a new biomimetic principle based on thin air layers that can be used to measure underwater pressure changes. Submerged backswimmers (Notonecta sp.) are well known for their ability to retain air layers on the surface of their forewings (hemelytra). While analyzing the hemelytra of Notonecta, we found that the air layer on the hemelytra, in combination with various types of mechanosensitive hairs (clubs and pins), most likely serve a sensory function. We suggest that this predatory aquatic insect can detect pressure changes and water movements by sensing volume changes of the air layer under water. In the present study, we used a variety of microscopy techniques to investigate the fine structure of the hemelytra. Furthermore, we provide a biomimetic proof of principle to validate our hypothesis. The suggested sensory principle has never been documented before and is not only of interest for sensory biologists but can also be used for the development of highly sensitive underwater acoustic or seismographic sensory systems.

In technical systems, static pressure and pressure changes are usually measured with piezoelectric materials or solid membranes. In this paper, we suggest a new biomimetic principle based on thin air layers that can be used to measure underwater pressure changes. Submerged backswimmers (Notonecta sp.) are well known for their ability to retain air layers on the surface of their forewings (hemelytra). While analyzing the hemelytra of Notonecta, we found that the air layer on the hemelytra, in combination with various types of mechanosensitive hairs (clubs and pins), most likely serve a sensory function. We suggest that this predatory aquatic insect can detect pressure changes and water movements by sensing volume changes of the air layer under water. In the present study, we used a variety of microscopy techniques to investigate the fine structure of the hemelytra. Furthermore, we provide a biomimetic proof of principle to validate our hypothesis. The suggested sensory principle has never been documented before and is not only of interest for sensory biologists but can also be used for the development of highly sensitive underwater acoustic or seismographic sensory systems.

In technical systems, static pressure and pressure changes are usually measured with piezoelectric materials or solid membranes. In this paper, we suggest a new biomimetic principle based on thin air layers that can be used to measure underwater pressure changes. Submerged backswimmers (Notonecta sp.) are well known for their ability to retain air layers on the surface of their forewings (hemelytra). While analyzing the hemelytra of Notonecta, we found that the air layer on the hemelytra, in combination with various types of mechanosensitive hairs (clubs and pins), most likely serve a sensory function. We suggest that this predatory aquatic insect can detect pressure changes and water movements by sensing volume changes of the air layer under water. In the present study, we used a variety of microscopy techniques to investigate the fine structure of the hemelytra. Furthermore, we provide a biomimetic proof of principle to validate our hypothesis. The suggested sensory principle has never been documented before and is not only of interest for sensory biologists but can also be used for the development of highly sensitive underwater acoustic or seismographic sensory systems.

This study raises the question what makes school texts comprehensible by analyzing whether students' genre expectations about literary or expository texts moderate the impact of different forms of text cohesion on reading comprehension, even when the texts are similar regarding their genre. 754 students (Grade 9) from comprehensive schools read one of four text versions with similar content, but different degrees of local and global text cohesion. The four more or less cohesive texts were introduced as literary texts (part of a story) or as expository texts (newspaper article), although the different genres were only purported and the texts contained both literary and expository passages. Reading comprehension was assessed with multiple-choice-items, semi-open, and open-ended questions. Results demonstrate that global cohesion was profitable for reading comprehension with expository expectations, but not with literary ones. Local text cohesion and both forms of cohesion in combination did not interact with students' genre expectations and had no main effect on comprehension. When students reading skills and prior knowledge were considered, the interaction was still apparent. Moreover, students with lower levels of reading skills tended to profit especially from texts with global cohesion, whereas the readers with higher reading skills achieved equal means in reading comprehension irrespective of the degree of global text cohesion. The findings are discussed with respect to theoretical aspects of text-reader-interactions, cognitive and emotional components of genre expectations, and the composition and instruction of comprehensible school texts.

This study raises the question what makes school texts comprehensible by analyzing whether students' genre expectations about literary or expository texts moderate the impact of different forms of text cohesion on reading comprehension, even when the texts are similar regarding their genre. 754 students (Grade 9) from comprehensive schools read one of four text versions with similar content, but different degrees of local and global text cohesion. The four more or less cohesive texts were introduced as literary texts (part of a story) or as expository texts (newspaper article), although the different genres were only purported and the texts contained both literary and expository passages. Reading comprehension was assessed with multiple-choice-items, semi-open, and open-ended questions. Results demonstrate that global cohesion was profitable for reading comprehension with expository expectations, but not with literary ones. Local text cohesion and both forms of cohesion in combination did not interact with students' genre expectations and had no main effect on comprehension. When students reading skills and prior knowledge were considered, the interaction was still apparent. Moreover, students with lower levels of reading skills tended to profit especially from texts with global cohesion, whereas the readers with higher reading skills achieved equal means in reading comprehension irrespective of the degree of global text cohesion. The findings are discussed with respect to theoretical aspects of text-reader-interactions, cognitive and emotional components of genre expectations, and the composition and instruction of comprehensible school texts.

Both the gradual rise in atmospheric oxygen over the Proterozoic Eon as well as episodic fluctuations in oxygen over several million-year time spans during the Phanerozoic Era, have arguably exerted strong selective forces on cellular and organismic respiratory specialization and evolution. The rise in atmospheric oxygen, some 2 billion years after the origin of life, dramatically altered cell biology and set the stage for the appearance of multicelluar life forms in the Vendian (Ediacaran) Period of the Neoproterozoic Era. Over much of the Paleozoic, the level of oxygen in the atmosphere was near the present atmospheric level (21%). In the Late Paleozoic, however, there were extended times during which the level of atmospheric oxygen was either markedly lower or markedly higher than 21%. That these Paleozoic shifts in atmospheric oxygen affected the biota is suggested by the correlations between: (1) Reduced oxygen and the occurrences of extinctions, a lowered biodiversity and shifts in phyletic succession, and (2) During hyperoxia, the corresponding occurrence of phenomena such as arthropod gigantism, the origin of insect flight, and the evolution of vertebrate terrestriality. Basic similarities in features of adaptation to hyopoxia, manifest in living organisms at levels ranging from genetic and cellular to physiological and behavioral, suggest the common and early origin of a suite of adaptive mechanisms responsive to fluctuations in ambient oxygen. Comparative integrative approaches addressing the molecular bases of phenotypic adjustments to cyclic oxygen fluctuation provide broad insight into the incremental steps leading to the early evolution of homeostatic respiratory mechanisms and to the specialization of organismic respiratory function

Reading strategies are important for the solution of text-based tasks and the comprehension of the situation presented in the task. The study investigates to which extent reading strategies are part of classroom instruction by asking how teachers and students perceive the strategy instruction. Both perspectives are included to get insight into overlaps as indicators for actual classroom action and in terms of increasing heterogeneity to discover differential perceptions within students. Therefore, 60 teachers and 261 students were asked about their perceptions of strategy instruction. Besides cognitive and metacognitive reading strategies, and type of strategy instruction, they were asked about the relevance of this topic in class. While the perspectives overlap in terms of cognitive reading strategies and the relevance of the topic in general, they differ regarding metacognitive reading strategies and the type of strategy instruction. Furthermore, a profile-specific approach of students' perspectives shows differential perceptions of reading strategy instruction in mathematics lessons depending on their level of reading comprehension: Students with low reading competence approve a larger amount of reading strategy instruction than students with higher reading competence.

Reading strategies are important for the solution of text-based tasks and the comprehension of the situation presented in the task. The study investigates to which extent reading strategies are part of classroom instruction by asking how teachers and students perceive the strategy instruction. Both perspectives are included to get insight into overlaps as indicators for actual classroom action and in terms of increasing heterogeneity to discover differential perceptions within students. Therefore, 60 teachers and 261 students were asked about their perceptions of strategy instruction. Besides cognitive and metacognitive reading strategies, and type of strategy instruction, they were asked about the relevance of this topic in class. While the perspectives overlap in terms of cognitive reading strategies and the relevance of the topic in general, they differ regarding metacognitive reading strategies and the type of strategy instruction. Furthermore, a profile-specific approach of students' perspectives shows differential perceptions of reading strategy instruction in mathematics lessons depending on their level of reading comprehension: Students with low reading competence approve a larger amount of reading strategy instruction than students with higher reading competence.

Both the gradual rise in atmospheric oxygen over the Proterozoic Eon as well as episodic fluctuations in oxygen over several million-year time spans during the Phanerozoic Era, have arguably exerted strong selective forces on cellular and organismic respiratory specialization and evolution. The rise in atmospheric oxygen, some 2 billion years after the origin of life, dramatically altered cell biology and set the stage for the appearance of multicelluar life forms in the Vendian (Ediacaran) Period of the Neoproterozoic Era. Over much of the Paleozoic, the level of oxygen in the atmosphere was near the present atmospheric level (21%). In the Late Paleozoic, however, there were extended times during which the level of atmospheric oxygen was either markedly lower or markedly higher than 21%. That these Paleozoic shifts in atmospheric oxygen affected the biota is suggested by the correlations between: (1) Reduced oxygen and the occurrences of extinctions, a lowered biodiversity and shifts in phyletic succession, and (2) During hyperoxia, the corresponding occurrence of phenomena such as arthropod gigantism, the origin of insect flight, and the evolution of vertebrate terrestriality. Basic similarities in features of adaptation to hyopoxia, manifest in living organisms at levels ranging from genetic and cellular to physiological and behavioral, suggest the common and early origin of a suite of adaptive mechanisms responsive to fluctuations in ambient oxygen. Comparative integrative approaches addressing the molecular bases of phenotypic adjustments to cyclic oxygen fluctuation provide broad insight into the incremental steps leading to the early evolution of homeostatic respiratory mechanisms and to the specialization of organismic respiratory function