Impact of a teacher-led intervention on preference for self-regulated learning, finding main ideas in expository texts, and reading comprehension.

2014 ◽  
Vol 106 (3) ◽  
pp. 799-814 ◽  
Author(s):  
Heidrun Stoeger ◽  
Christine Sontag ◽  
Albert Ziegler
Keyword(s):  
Reading Comprehension ◽  
Expository Texts ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Main Ideas

scholarly journals Self-regulated learning as a predictor of mathematics and reading performance: A picture of students in Grades 5 to 8

2019 ◽  
Vol 63 (1) ◽  
pp. 74-97 ◽  
Author(s):  
Susan-Marie Harding ◽  
Narelle English ◽  
Nives Nibali ◽  
Patrick Griffin ◽  
Lorraine Graham ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Performance ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Performance Differences ◽  
Age Related ◽  
Regulated Learning ◽  
And Performance ◽  
The Impact ◽  
Learning And Performance

Students who can regulate their own learning are proposed to gain the most out of education, yet research into the impact of self-regulated learning skills on performance shows mixed results. This study supports the link between self-regulated learning and performance, while providing evidence of grade- or age-related differences. Australian students from Grades 5 to 8 completed mathematics or reading comprehension assessments and self-regulated learning questionnaires, with each response ranked on a hierarchy of quality. All assessments were psychometrically analysed and validated. In each cohort and overall, higher performing students reported higher levels of self-regulated learning. Still, age-related differences outweighed performance differences, resulting in significantly lower reported usage of self-regulated learning skills in Grade 7 students compared to those in Grades 5, 6 and 8. These findings suggest that either age or school organisational differences mediate students’ self-regulated learning, counteracting ability-related associations.

scholarly journals Executive Function, Self-Regulated Learning, and Reading Comprehension: A Training Study

2016 ◽  
Vol 50 (4) ◽  
pp. 450-467 ◽  
Author(s):  
Paul T. Cirino ◽  
Jeremy Miciak ◽  
Elyssa Gerst ◽  
Marcia A. Barnes ◽  
Sharon Vaughn ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Executive Function ◽  
Active Treatment ◽  
Text Comprehension ◽  
Fourth Graders ◽  
Control Group ◽  
Training Study ◽  
Similar Performance ◽  
Self Regulated Learning ◽  
Regulated Learning

The goal of this study was to evaluate the extent to which training that emphasizes the process of executive function (EF) and self-regulated learning (SRL) would result in increased reading comprehension; we also evaluated interrelationships of EF, SRL, and reading. We report an experiment ( N = 75 fourth graders) that contrasted two researcher-implemented conditions (text-based reading [TB] and text-based reading plus executive function [TB+EF]) to a control. We also evaluated relationships among measures of SRL, EF, and reading. Both the TB and TB+EF groups outperformed the control group for proximal text comprehension (where the topic was similar to that covered in training) and background knowledge related to it, but the two researcher-led groups performed similarly. There were no significant differences for less proximal text, and again similar performance for both TB and TB+EF. Correlations among measures were weak in general, although the pattern was similar to that found in the extant literature. The findings speak to the difficulty in separating these components from those of strong instruction more generally. The relationships of these constructs to reading comprehension will likely be enhanced by more sensitive measurement of EF and reading comprehension, particularly where tied to active treatment components.

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