self-regulation

Self-regulation is an important factor in achieving successful reading comprehension. This study analyses the effects of a self-regu­lated strategy instruction programme versus a control group on reading comprehension performance, time spent applying strategies during the reading comprehension process and reading self-efficacy. The programme com­prised two conditions (condition 1 and condi­tion 2) in which the teachers provided direct and explicit teaching of self-regulation strategies before, during and after the reading process. In condition 2, explicit instruction in reading self-efficacy was added. In the control condi­tion, teachers provided traditional instruction based on reading aloud, sequential reading, text questions and the use of dictionaries. A total of 180 Spanish primary school students from eight different Year 5 and 6 classes (aged 10-12 under the Spanish education system) were either assigned to one of the two experi­mental conditions (Condition 1: N = 47. Con­dition 2: N = 47) or to the control condition (N = 86). Pre-test/post-test/follow-up measures were taken (six weeks after the intervention) of reading performance, reading self-effica­cy and time spent applying self-regulation strategies before, during and after reading through an online assessment. The results showed that the instructional programme had a positive and significant effect in the two ex­perimental conditions compared to the control group in terms of reading performance and time spent applying self-regulation strategies before and after the reading process. Howev­er, no statistically significant differences were observed in the time spent applying strategies during reading and in reading self-efficacy, neither between the two experimental condi­tions nor between the experimental conditions and the control condition. The implications of these results and their contribution to educa­tional practices are discussed.

Please, cite this article as follows: Olivares, F., Fidalgo, R., & Torrance, M. (2023). Efectos de una instrucción estratégica-autorregulada en el proceso de comprensión y autoeficacia lectora del alumnado de educación primaria | Effects of self-regulated strategy instruction on the reading comprehension process and reading self-efficacy in primary students. Revista Española de Pedagogía, 81 (285), 271-290. https://doi.org/10.22550/REP81-2-2023-02