Thesis

Developing self-regulated readers

Reading comprehension is essential for student success both in and out of school. My philosophy in education involves preparing students for success in and out of school. It is my belief that students who are able to take control of their own learning will have a higher opportunity to achieve this success. Instruction in self-regulated reading strategies is a method for achieving both of these elements of education. Research regarding direct instruction of self-regulated practices suggest that proper implementation of these practices have cognitive benefits in increasing reading comprehension. Models of self-regulation indicate that development of self-regulation is a cyclic process that includes: 1) Self-evaluation and monitoring, 2) Goal Setting and Strategic Planning, 3) Strategy implementation and monitoring, and 4) Strategic outcome monitoring. I used this model to implement goal setting as the catalyst for instruction in self-regulated reading comprehension strategies to a group of second grade readers who were struggling with reading comprehension. My goal was twofold: 1) To provide students with a skill that could hopefully be beneficial for years to come 2) To potentially provide other educators with information documenting benefits for implementing these strategies into their own classrooms. I began by teaching students the reading comprehension strategies of asking questions about text, making predictions and asking clarifying questions while reading. After students had practice using these strategies, I used goal setting to introduce self-regulated reading comprehension strategies into my instruction. Students made goals and monitored their progress as well as their use of these strategies on a weekly basis. The results of the study indicated that there could be a positive correlation between students’ use of self-regulated reading strategies and an increase in reading performance. All students that participated in the study showed an increase in motivation and participation during reading instruction. Most students also showed significant gains in average reading comprehension scores, book level, comprehension quiz pass rate, and/or average words read per week; however, not all students’ improvement was able to be directly linked to use of these self-regulated strategies.

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