Self-regulated learning: reading comprehension strategies
Main Article Content
Vol. Extr., núm. 01 (2015) - XIII CIG-PP, XIII Congreso Internacional G-P de Psicopedagogía. Área 1: APRENDIZAJE, MEMORIA Y MOTIVACIÓN, pages 072-077
DOI:
https://doi.org/10.17979/reipe.2015.0.01.392
Submitted: 2015-05-04
Published: 2015-10-26
Abstract
This study aimed to investigate whether students in a 8th grade class of a Brazilian public school elementary improved the reading comprehension and the self-regulation skills of reading, in an educational intervention. Participated 27 students aged between 13 and 16 years. The intervention methodology used the modeling, question and self-question metacognitive. Two instruments were used: Questionnaire of Identification of Reading Comprehension Strategies and Text with questions about Reading Comprehension. Among other important aspects, the results revealed that 70,37% of students showed progress in reading comprehension.
Keywords:
self-regulated learning, reading comprehension strategies, metacognitive modeling, question and metacognitive self-interrogation, pedagogical intervention
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