Assessment of strategy instruction and self-regulation in reading comprehension: A review of the literature

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Preventing School Failure Pub Date : 2022-10-03 DOI:10.1080/1045988X.2022.2132198

L. Rollins, Sara Sanders, K. Jolivette, Ashley S. Virgin

引用次数: 2

Abstract

Abstract Strategy instruction is a common instructional method for teaching academic skills, particularly reading comprehension, and it is commonly combined with self-regulation components (e.g., goal setting, self-monitoring). Previous meta-analyses and reviews have examined the effectiveness of strategy instruction on reading comprehension, but have not examined how reading comprehension is assessed, an area of need considering that reading comprehension assessments are not created equal. In this systematic review, sixteen articles were examined to determine the methods for assessing reading comprehension, self-regulation, reading motivation/attitudes, and social validity. In addition, the Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education were applied to all included studies. Limitations and recommendation for future researchers are presented and disussed.

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阅读理解中的策略指导和自我调节评估：文献综述

摘要策略教学是一种常见的教学方法，用于教授学术技能，尤其是阅读理解，它通常与自我调节组成部分（如目标设定、自我监控）相结合。先前的元分析和综述已经考察了策略教学对阅读理解的有效性，但没有考察如何评估阅读理解，考虑到阅读理解评估并非平等，这是一个需要关注的领域。在这篇系统综述中，对16篇文章进行了检查，以确定评估阅读理解、自我调节、阅读动机/态度和社会有效性的方法。此外，特殊儿童委员会的《特殊教育循证实践标准》适用于所有纳入的研究。提出并讨论了未来研究人员的局限性和建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Preventing School Failure EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.90

自引率

11.10%

发文量

期刊介绍： Preventing School Failure provides a forum in which to examine critically emerging and evidence-based practices that are both data driven and practical for children and youth in general and alternative education systems. Authors are afforded the opportunity to discuss and debate critical and sometimes controversial issues that affect the education of children and adolescents in various settings. Preventing School Failure is a peer-reviewed academic journal for administrators, educators, mental health workers, juvenile justice and corrections personnel, day and residential treatment personnel, staff-development specialists, teacher educators, and others. Our goal is to share authoritative and timely information with a wide-ranging audience dedicated to serving children and adolescents in general education, special education, and alternative education programs. We accept for review manuscripts that contain critical and integrated literature reviews, objective program evaluations, evidence-based strategies and procedures, program descriptions, and policy-related content. As appropriate, manuscripts should contain enough detail that readers are able to put useful or innovative strategies or procedures into practice.