Using self-regulation as a framework for implementing strategy instruction to foster reading comprehension |
| |
| Institution: | 1. Department of Education, University of Jyväskylä, P.O. Box 351, (Ruusupuisto), 40014, Finland;2. Department of Psychology, University of Jyväskylä, P.O. Box 35, (Ruusupuisto), 40014, Finland;3. Niilo Mäki Institute, Jyväskylä, Asemakatu 4, 40100 Jyväskylä, Finland;4. Faculty of Education, University of Jyväskylä, P.O. Box 35, (Ruusupuisto), 40014, Finland;5. Department of Educational, School, and Counseling Psychology, University of Kentucky, 249 Dickey Hall, Lexington, KY 40506-0017, USA;1. Boston College, Department of Teacher Education, Special Education, and Curriculum & Instruction, 140 Commonwealth Ave., Chestnut Hill, MA 02467, United States;2. Boston University, School of Education, Two Silber Way, Boston, MA 02215, United States;3. University of Rochester, Warner School of Education & Human Development, LeChase Hall 470, Rochester 14627, NY, United States;4. Center for Applied Special Technology, 40 Harvard Mills Square, Suite 3, Wakefield, MA 01880, United States |
| |
| Abstract: | Research on the implementation of reading strategies suggests that self-regulated learning might be a powerful framework to optimize effects on reading comprehension. Models of self-regulation emphasize that the teaching of strategy knowledge (Strat) has to be complemented by offering skills of cognitive (CSR) and motivational (MSR) aspects of self-regulation. In order to investigate whether all aspects of this model have to be carried out under regular classroom conditions, three different strategy programs (Strat + CSR + MSR vs. Strat + CSR vs. Strat) and a control condition were compared. Within a pre-, post-, and retention-test design with 20 classes, comprising of 593 fifth-graders (11 years), development of strategy knowledge, reading comprehension, school-related self-efficacy, and motivational orientation towards learning goals were assessed. While all strategy-oriented programs proved to enhance reading competence, understanding of reading strategies and competence for application of reading strategies, gains in self-efficacy did not differ from the control condition. As regards the retention test, the program that covered all aspects of strategy instruction (MSR + Strat + CSR) showed strongest effects as predicted by self-regulation theory. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
