Self-regulation for learning intervention in reading comprehension: an integrative review

FERRAZ, Adriana Satico; SANTOS, Acácia Aparecida Angeli dos

doi:10.1590/1982-0275202138e190179

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Estudos de Psicologia (Campinas)

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EDUCATIONAL PSYCHOLOGY • Estud. psicol. (Campinas) 38 • 2021 • https://doi.org/10.1590/1982-0275202138e190179 copy

Self-regulation for learning intervention in reading comprehension: an integrative review

Intervenção em autorregulação para aprendizagem na compreensão de leitura: uma revisão integrativa

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

This integrative review aimed to investigate the structure of successful interventions in the development of self-regulation for learning to optimize reading comprehension of Basic Education students. The search for articles was carried out in five databases, and by the method of searching for quotes. Of the 137 items retrieved, 13 were eligible. The samples of the reported interventions were composed of students from the 3^rdto 6^thgrade, from American, German, and Slovenian schools. The interventions were of an instructional type, focusing on developing self-regulatory strategies to develop reading comprehension. The studies indicated that participation in the interventions increased the students' performance in this cognitive-linguistic skill. It is assumed that this review can assist psychologists and educators in preparing, applying, and monitoring the results of intervention programs to develop students' self-regulation in carrying out tasks that involve reading comprehension.

Keywords:
Basic education; Motivation; Reading skills; Self-management; Strategies for learning

Authorship (year)	SRL dimensions' key-process developed in the interventions	Country (grade)	Nsample;Nstudents per session (M _age )	NSessions (length)	Constructs and skills assessed in the pre-test, post-test, and follow-up
Schunk and Rice (1987Schunk, D. H., & Rice, J. M. (1987). Enhancing comprehension skill and self-efficacy with strategy value information.Journal of Reading Behavior,19(3), 285-302. https://dx.doi.org/10.1080/10862968709547605 https://dx.doi.org/10.1080/1086296870954... )	Self-efficacy, value attributed to reading strategies, feedbacks on self-efficacy	USA (4^thand 5^th)	40; 5-6 (11.2 years old)	15 (35m)	Self-efficacy for reading comprehension, reading comprehension
Carr and Borkowski (1989Carr, M., & Borkowski, J. G. (1989). Attributional training and the generalization of reading strategies with underachieving children. Learning and Individual Differences ,1(3), 327-341. https://dx.doi.org/10.1016/1041-6080(89)90015-0 https://dx.doi.org/10.1016/1041-6080(89)... )	Intrapersonal causal attributions	USA (3^rd, 4^th, and 5^th)	50; 6-7 (9.8 years old)	6 - twice a week (30m)	Intrapersonal causal attributions, strategies for reading comprehension, assimilation of reading content, self-esteem
Schunk and Rice (1989Schunk, D. H., & Rice, J. M. (1989). Learning goals and children's reading comprehension.Journal of Reading Behavior,21(3), 279-293. https://dx.doi.org/10.1080/10862968909547677 https://dx.doi.org/10.1080/1086296890954... )	Self-efficacy, achievement goals	USA (4^thand 5^th)	33; 5-6 (11.2 years old)	15 (35m)	Self-efficacy to identify the main ideas of the text, reading comprehension
Schunk and Rice (1991Schunk, D. H., & Rice, J. M. (1991). Learning goals and progress feedback during reading comprehension instruction.Journal of Reading Behavior,23(3), 351-364. https://dx.doi.org/10.1080/10862969109547746 https://dx.doi.org/10.1080/1086296910954... )	Self-efficacy, feedback on the achievement goals	USA (5^th)	30; 5-6 (11.3 years old)	15 (35m)	Self-efficacy for reading comprehension, reading comprehension
Mason (2004Mason, L. H. (2004). Explicit Self-regulated strategy development versus reciprocal questioning: effects on expository reading comprehension among struggling readers.Journal of Educational Psychology,96(2), 283-296. https://dx.doi.org/10.1037/0022-0663.96.2.283 https://dx.doi.org/10.1037/0022-0663.96.... )	Self-instruction, achievement goals, self-monitoring, self-reinforcement	USA (5^th)	32; 4 (10.5 years old)	11-15 (20m)	Reading comprehension of expository texts, retelling the content that was read in a text, self-efficacy, intrinsic motivation, self-perception about the effectiveness of the intervention program
Souvignier and Mokhlesgerami (2006Souvignier, E., & Mokhlesgerami, J. (2006). Using self-regulation as a framework for implementing strategy instruction to foster reading comprehension.Learning and Instruction,16(1), 57-71. https://dx.doi.org/10.1016/j.learninstruc.2005.12.006 https://dx.doi.org/10.1016/j.learninstru... )	Achievement goals, self-evaluation, intrapersonal causal attributions, mental images	Germany (5^th)	593; does not report the number of sessions (11 years old)	20 (45m)	Reading comprehension, use of reading strategies, competence to apply reading strategies, self-efficacy, the achievement goals
Wigfield et al. (2008Wigfield, A., Guthrie, J. T., Perencevich, K. C., Taboada, A., Klauda, S. L., McRae, A., & Barbosa, P. (2008). Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes.Psychology in the Schools,45(5), 432-445. https://dx.doi.org/10.1002/pits.20307 https://dx.doi.org/10.1002/pits.20307... )	Motivation	United States (4^th)	492; 22-27 (does not inform age)	12 (90m)	Reading comprehension, use of reading strategies, motivation to read, student engagement to read (answered by the teacher)
Spörer, Brunstein, and Kieschke (2009Spörer, N., Brunstein, J. C., & Kieschke, U. L. F. (2009). Improving students' reading comprehension skills: effects of strategy instruction and reciprocal teaching.Learning and Instruction,19(3), 272-286. https://dx.doi.org/10.1016/j.learninstruc.2008.05.003 https://dx.doi.org/10.1016/j.learninstru... )	Modeling through interpersonal relationships	Germany (3^rd, 4^th, 5^th, and 6^th)	210; 4-6 (does not report age)	14 - twice a week (45m)	Reading strategies, reading comprehension
Regent (2010Regent, P. (2010). Program razvoja samoregulacijskih spretnosti pri učencih osnovne šole.Horizon of Psychology , 19(2), 69-88. Retrieved fromhttp://psiholoska-obzorja.si/arhiv_clanki/2010_2/regent.pdf http://psiholoska-obzorja.si/arhiv_clank... )	self-evaluation	Slovenia (does not report school grade)	69; 37 (does not inform age)	Does not report the length of sessions (8 hours total)	Motivation, metacognition, use of teaching material, speed of information processing, reading comprehension
Schüneman, Spörer, and Brunstein (2013)	Achievement goals, self-monitoring, self-evaluation	Germany (5^th)	323; 3-5 (11.04 years old)	14 - twice a week (45m)	Reading comprehension, reading fluency, use of reading strategies, self-efficacy to read, type of language spoken at home
Spörer and Schünemann (2014Spörer, N., & Schünemann, N. (2014). Improvements of self-regulation procedures for fifth graders' reading competence: analyzing effects on reading comprehension, reading strategy performance, and motivation for reading.Learning and Instruction,33, 147-157. https://dx.doi.org/10.1016/j.learninstruc.2014.05.002 https://dx.doi.org/10.1016/j.learninstru... )	Achievement goals, planning, self-monitoring	Germany (5^th)	534; does not report the number of sessions (10.55 years old)	14 - eight week period (45m)	Reading comprehension, use of reading strategies, motivation, reading fluency
Stoeger, Sontag, and Ziegler (2014Stoeger, H., Sontag, C., & Ziegler, A. (2014). Impact of a teacher-led intervention on preference for self-regulated learning, finding main ideas in expository texts, and reading comprehension.Journal of Educational Psychology,106(3), 799-814. Retreived from https://psycnet.apa.org/buy/2014-09571-001 https://psycnet.apa.org/buy/2014-09571-0... )	Achievement goals	Germany (4^th)	763; does not report the number of sessions (9.8 years old)	7 (40-60m, at school; 20-30m, at home)	Self-regulated learning (general), reading, reading comprehension, assessment of the intervention process (identification of the main ideas of texts)
Voellinger andSpörer (2014Voellinger, V. A., & Spörer, N. (2014). Reciprocal teaching in the classroom: fostering reading comprehension, reading fluency and strategy use. Zeitschrift für Pädagogische Psychologie , 24(3-4), 191-205.https://dx.doi.org/10.1024/1010-0652/a000016 https://dx.doi.org/10.1024/1010-0652/a00... )	Motivation	Germany (does not report school grade)	380; 4-6 (11.1 years old)	6 - twice a week (45m)	Reading fluency, reading comprehension

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[1] Correspondence to: A.A.A. SANTOS. E-mails: <acacia.santos@usf.edu.br>; <adrianasatico.as@gmail.com>.