Self-Regulation for Reading Comprehension: Assessment of Strategies and Time Management

Ferraz, Adriana Satico; Santos, Acácia Aparecida Angeli dos; Noronha, Ana Paula Porto

doi:10.1590/0102.3772e39307.en

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School and Developmental Psychology • Psic.: Teor. e Pesq. 39 • 2023 • https://doi.org/10.1590/0102.3772e39307.en copy

Self-Regulation for Reading Comprehension: Assessment of Strategies and Time Management

Autorregulação para Compreensão de leitura: Avaliação de Estratégias e Gerenciamento do Tempo

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Self-regulation of learning strategies and time management can foster reading comprehension. This research investigated the content validity of three scales aimed at Middle School students: the Reading Strategies (EE-CL), the Time Planning and Organization (EOT-L), and the Procrastination (EP-L). Three researchers and 16 students evaluated the scales. The theoretical and practical relevance of the EE-CL and EOT-L was verified, but not of the EP-L, whose remaining items were included in the EOT-L. In the internal structure investigation (N= 522 students), the EE-CL presented a unifactorial structure and the EOT-L, two factors, with reasonable reliability estimates. Both scales may help identify specific problems of students' self-regulation aimed at strategies and time management for reading comprehension and support further research.

KEYWORDS:
self-management; study habits; reading; middle school; psychological assessment

Items Reading Comprehension Strategies Scale (EE-CL)	CVCc			k
Items Reading Comprehension Strategies Scale (EE-CL)	CL	PR	TR	TD
1. Mark the *** of the text	.96	.96	.96	1
2. I look for the *** words	.96	.96	.96	1
3. I read the complex parts *** than once	.89	.96	.96	1
4. I read the most complicated *** aloud	.89	.83	.89	1
5. I move forward or backward *** better	.96	.96	.96	1
6. I summarize the complex *** text	.96	.96	.96	1
7. I relate the content read *** read	.96	.96	.96	1
8. I interpret the graphics*** in the text	.83	.83	.83	1
9. I make notes in essential *** text	.96	.96	.96	1
10. I organize the primary *** the text	.96	.96	.96	1
11. I search *** texts	.83	.83	.83	.33
12. I compare information *** of text	.89	.89	.89	1
13. I identify the *** in the text	.89	.89	.89	1
14. I relate the content *** my daily life	.89	.89	.89	1
15. I search for *** the text	.83	.96	.96	1
16. I read the *** the text	.96	.83	.89	1
17. I identify the textual genre *** reading	.76	.76	.76	.33
18. I try to find out *** topic covered	.89	.89	.89	1
19. I imagine the scenarios *** in the story	.89	.89	.89	1
20. I write with my own words *** text	.96	.96	.96	1
21. I think about questions *** text	.96	.96	.96	1
22. I ask the teacher *** I read	.89	.83	.83	1
CVCt	.87	.87	.87
k (full scale)	.88
Agreement between judges for the full scale	93.94%
Original item	Reformulated item		Justifications
Item 17. I identify the textual genre when starting to read	Item 17. I identify the type of text when reading		CVCc < .80; k, poor
Deleted items
Item 11. I search for similar texts	k, poor; Judges' observations
Item 22. I ask the teacher if I understand what I read	Judges' observations

Items Reading Time Organization Scale		CVCc			k
Items Reading Time Organization Scale		CL	PR	TR	TD
1. I set aside *** week to read		.96	.96	.96	1
2. The time it takes *** the text		.96	.83	.96	1
3. Before starting to read *** the text		.96	.96	.96	1
4. I take longer *** complicated texts		.96	.96	.96	1
5. I take less time *** easy texts		.96	.96	.96	1
6. I find it challenging *** to read		.96	.96	.96	1
7. The time the teacher *** the text		.96	.96	.96	1
8. I know how to *** read		.96	.96	.96	1
9. I take time *** at home		.96	.96	.96	1
10. I first read the *** texts		.89	.89	.89	1
11. I better understand *** noon, or night		.89	.89	.89	1
12. I mark the readings *** a diary		.96	.83	.89	1
13. I stop reading *** tired		.89	.89	.89	1
14. I take a break *** the text		.89	.89	.89	1
CVCt		.90	.88	.90
k (full scale)		1
Agreement between judges for the full scale		100%
Original item	Reformulated item	Justifications
Item 12. I mark the readings I need to do in a diary	Item 12. I mark the readings I need to do in a diary or elsewhere	Judges' observations
Item 14. I take a break from reading when it is hard to understand the text	Item 14. I take a break from reading when it is hard to understand the text (Dou uma parada na leitura quando está difícil de entender o texto)	Judges' observations

Items Reading Procrastination Scale		CVCc			k
Items Reading Procrastination Scale		CL	PR	TR	TD
1. I leave to read *** last minute		.96	.96	.96	1
2. I leave to read *** read today		.96	.96	.96	1
3. My readings *** late		.96	.96	.96	1
4. It is hard to go back *** interrupted		.89	.89	.89	1
5. I stop reading *** time		.89	.89	.89	1
6. Even with time to read *** later		.96	.96	.96	1
7. I just find time *** I want		.89	.96	.96	1
8. I do not have time *** things to do		.89	.89	.89	1
9. I always leave to read *** the test		.89	.96	.96	1
10. It is difficult *** to read		.96	.96	.96	1
11. I do not want to go back *** to understand		.96	.96	.96	1
CVCt		.89	.89	.92
k (full scale)		1
Agreement between judges for the full scale		100%
Original item	Reformulated item	Justifications
Item 2. I leave to read the texts I need to read today	I leave to read the texts that I need to read immediately	Judges' observations
Item 4. It is hard to go back to reading when I am interrupted	It is hard to go back to reading when I stop in the middle of reading
Item 6. Even with time to read, I leave it for	Even though I have time, I leave it to read later

Part I: Statement and the answer key
Understanding the instructions for completing the scale	AF = 16 (100%)
2. Identification of inaccurate passages	AF = 1 (6.28%)
3. Unknown word identification	AF = 2 (12.5%)
4. Understanding answer key labels	AF = 16 (100%)
Part II: Items
1. Identification of similar content	AF = 4 (25%)
2. Difficulty understanding	AF = 0 (0%)
Original item	Reformulated item
Item 3. I read the complex parts of the text more than once (Leio mais de uma vez os trechos difíceis do texto)	I read, more than once, the complex parts of the text (Leio, mais de uma vez, os trechos difíceis do texto)
Item 16. I read the title of the text (Identifico o tipo do texto ao ler)	When reading, I identify the type of text (Ao ler, identifico o tipo do texto)
Deleted items	Justifications
Item 1. Mark the essential parts of the text	Students opted for item 9 due to the similarity of content “I make notes in essential parts of the text”
Item 5. I move forward or backward through the text to understand it better	The difficulty of item content

Part I: Statement and the answer key
Understanding the instructions for completing the scale	AF = 16 (100%)
2. Identification of inaccurate passages	AF = 1 (6.28%)
3. Unknown word identification	AF = 0 (0%)
4. Understanding answer key labels	AF = 14 (87.5%)
Part II: Items
1. Identification of similar content	AF = 2 (12.5%)
2. Difficulty understanding	AF = 0 (0%)
Original item	Reformulated item
Item 6. I find it challenging to find time to read (Sinto dificuldade de encontrar um tempo para ler)	I find it challenging to find time to read (Sinto dificuldade de arrumar um tempo para ler)
Deleted items	Justifications
Item 1. I set aside a few hours a week to read	Students opted for item 8 due to the similarity of content “I know how to organize the time to read”
Item 2. The time it takes to read depends on the difficulty of the text	The difficulty of item content
Item 4. It takes me longer to understand complicated texts
Item 5. It takes less time to understand accessible texts
Item 14. I take a break from reading when it is hard to understand the text
Item 13. I stop reading when I am tired	Content refers to demotivation

Part I: Statement and the answer key
Understanding the instructions for completing the scale	AF = 16 (100%)
2. Identification of inaccurate passages	AF = 2 (12.5%)
3. Unknown word identification	AF = 0 (0%)
4. Understanding answer key labels	AF = 14 (87.5%)
Part II: Items
1. Identification of similar content	AF = 8 (50%)
2. Difficulty understanding	AF = 0 (0%)
Deleted items	Justifications
Item 3. My readings are always late	Students opted for item 1 due to the similarity of content “I leave to read the school texts at the last minute”
Item 5. I stop reading for lack of time	Content moves away from the student's school routine
Item 8. I do not have time to read school texts because I have so many things to do
Item 10. It is hard to find time to read
Item 7. I just find time to read what I enjoy	Content refers to demotivation
Item 11. I do not want to go back to reading texts that are difficult to understand	Content refers to demotivation

Items Reading Comprehension Strategies Scale	CFA2
Items Reading Comprehension Strategies Scale	F1
1. I look for *** the words	.59
2. I read, more *** the text	.56
3. I read the most *** text aloud	.40
4. I summarize the complex *** text	.60
5. I relate the content *** read	.65
6. I interpret the graphics*** the text	.47
7. I make notes *** the text	.55
8. I organize the primary *** text	.67
9. I compare information *** of text	.57
10. I identify the relationships *** the text	.60
11. I relate the content *** daily life	.52
12. I search for the main *** text	.61
13. When reading, *** of text	.48
14. I try to find out *** topic covered	.58
15. I imagine the scenarios *** the story	.40
16. I write with my own *** the text	.49
17. I think about questions *** text	.59
Plausibility indices of the CFA2 model
χ²/gl = 3.65; RMSEA = .071 (.064 - .079); CFI = .91; TLI = .90
Reliability index
cr = .88

Items Reading Time Organization Scale	ESEM2
Items Reading Time Organization Scale	F1	F2
1. I leave to read *** last minute	.70	-.11
2. I leave to read *** read immediately	.70	.01
3. I know how to organize *** read	-.01	.75
4. Even though I have time*** later	.58	-.25
5. I take time *** home	-.10	.72
6. I first read *** important texts	.14	.43
7. I always leave *** near the test	.60	.05
8. I better understand *** or night	.28	.55
9. I mark the readings *** elsewhere	.07	.57
10. It is hard *** to read	.45	-.18
Plausibility indices of the ESEM2 model
χ²/gl = 2.61; RMSEA = .063 (.041 - .086); CFI = .97; TLI = .95
Reliability index
cr: F1 = .75; F2 = .75

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