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

Adriana Satico Ferraz,Acácia Aparecida Angeli Dos Santos

doi:10.1590/1982-0275202138e190179

Adriana Satico Ferraz, Acácia Aparecida Angeli Dos Santos

Open Access

https://doi.org/10.1590/1982-0275202138e190179

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Abstract

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 3rdto 6thgrade, 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.

Highlights

The present integrative review aimed to analyze the constituent aspects of interventions that developed students’ self-regulation, focusing on Self-Regulation for Learning (SRL) dimensions’ key-process to increase the students’ reading comprehension skills
Papers that met the eligibility criteria were included in a Microsoft Excel® spreadsheet to be analyzed. We extracted from these studies information regarding authorship and year of publication, the structure of interventions, total N sample and students per session, the number of sessions, and the length of each session
In the study by Schunk and Rice (1989), they inserted these goals into two types of intervention – one to guide the student while applying the strategies and the other to lead the strategy to the desired final result: improving reading comprehension

Summary

Introduction

The present integrative review aimed to analyze the constituent aspects of interventions that developed students’ self-regulation, focusing on SRL dimensions’ key-process to increase the students’ reading comprehension skills. The article should report on the application of intervention programs to develop SRL to improve the reading comprehension of students of school grades equivalent to Brazilian Elementary and Middle School and other countries’ educational context.

Results

Conclusion