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Self-Regulation, Metacognition and Engagement

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Reading Comprehension

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Abstract

Students not only need literacy interventions specifically aimed at the development of positive self-concepts they also need specific training in self-regulation in order to develop independent learning and deep engagement in reading. A large body of research has demonstrated that self-regulatory processes lead to reading success at school. However, very few teachers are adequately trained to assist students in becoming independent learners. Many learning problems that students exhibit are related to the inability to use self-regulating strategies appropriately. Effective teaching of children with reading comprehension difficulties places emphasis on self-monitoring as well as motivation and effort with increased independence. Teachers should encourage students to self-generate positive goals, thoughts, and behaviours to attain their learning goals. Self-regulated readers are viewed as active constructors of meaning who integrate existing knowledge structures with new information. They also use reading comprehension skills strategically to foster, monitor and regulate their own comprehension before, during and after reading.

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  1. School of Education and Professional Studies, Griffith University, Mt. Gravatt Campus, Brisbane, Queensland, 4111, Australia

    Dr. Gary Woolley

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Woolley, G. (2011). Self-Regulation, Metacognition and Engagement. In: Reading Comprehension. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1174-7_10

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