Using Self-Regulation as a Framework for Implementing Strategy Instruction to Foster Reading Comprehension.
Using Self-Regulation as a Framework for Implementing Strategy Instruction to Foster Reading Comprehension.
复制标题
使用自我调节作为实施策略教学的框架来促进阅读理解。
DOI：
10.1016/j.learninstruc.2005.12.006
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发表时间：
2006
影响因子：
6.2
通讯作者：
Judith Mokhlesgerami
中科院分区：
文献类型：
--
作者：
Elmar Souvignier;Judith Mokhlesgerami
对阅读策略实施的研究表明，自我调节学习可能是优化阅读理解效果的一个强有力的框架。自我调节模型强调策略知识的教学必须辅以自我调节的认知（CSR）和动机（MSR）方面的技能。为了调查该模型的所有方面是否都必须在常规课堂条件下进行，我们比较了三种不同的策略方案（Strat+CSR+MSR vs. Strat+CSR vs. Strat）和一个控制条件。在20个班级，包括593名五年级学生（11岁）的前、后和保留测试设计中，评估了策略知识、阅读理解、学校相关自我效能感和学习目标动机取向的发展。虽然所有以策略为导向的课程都被证明能提高阅读能力、阅读策略的理解能力和阅读策略的应用能力，但自我效能感的提高与控制条件没有差异。在记忆测试方面，根据自我调节理论预测，涵盖策略教学各方面的方案（MSR+Strat+CSR）效果最强。
Research on the implementation of reading strategies suggests that self-regulated learning might be a powerful framework to optimize effects on reading comprehension. Models of self-regulation emphasize that the teaching of strategy knowledge (Strat) has to be complemented by offering skills of cognitive (CSR) and motivational (MSR) aspects of self-regulation. In order to investigate whether all aspects of this model have to be carried out under regular classroom conditions, three different strategy programs (Strat+CSR+MSR vs. Strat+CSR vs. Strat) and a control condition were compared. Within a pre-, post-, and retention-test design with 20 classes, comprising of 593 fifth-graders (11 years), development of strategy knowledge, reading comprehension, school-related self-efficacy, and motivational orientation towards learning goals were assessed. While all strategy-oriented programs proved to enhance reading competence, understanding of reading strategies and competence for application of reading strategies, gains in self-efficacy did not differ from the control condition. As regards the retention test, the program that covered all aspects of strategy instruction (MSR+Strat+CSR) showed strongest effects as predicted by self-regulation theory.