Effects of self-regulated strategy instruction on the reading comprehension process and reading self-efficacy in primary students.

Abstract

Self-regulation is an important factor in achieving successful reading comprehension. This study analyses the effects of a self-regulated strategy instruction programme versus a control group on reading comprehension performance, time spent applying strategies during the reading comprehension process and reading self-efficacy. The programme comprised two conditions (condition 1 and condition 2) in which the teachers provided direct and explicit teaching of self-regulation strategies before, during and after the reading process. In condition 2, explicit instruction in reading self-efficacy was added. In the control condition, teachers provided traditional instruction based on reading aloud, sequential reading, text questions and the use of dictionaries. A total of 180 Spanish primary school students from eight different Year 5 and 6 classes (aged 10-12 under the Spanish education system) were either assigned to one of the two experimental conditions (Condition 1: N = 47. Condition 2: N = 47) or to the control condition (N = 86). Pre-test/post-test/follow-up measures were taken (six weeks after the intervention) of reading performance, reading self-efficacy and time spent applying self-regulation strategies before, during and after reading through an online assessment. The results showed that the instructional programme had a positive and significant effect in the two experimental conditions compared to the control group in terms of reading performance and time spent applying self-regulation strategies before and after the reading process. However, no statistically significant differences were observed in the time spent applying strategies during reading and in reading self-efficacy, neither between the two experimental conditions nor between the experimental conditions and the control condition. The implications of these results and their contribution to educational practices are discussed.