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 (4thand 5th) |
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 (3rd, 4th, and 5th) |
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 (4thand 5th) |
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 (5th) |
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 (5th) |
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 (5th) |
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 (4th) |
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 (3rd, 4th, 5th, and 6th) |
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 (5th) |
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 (5th) |
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 (4th) |
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 |