Self-Regulated Learning in Reading:
Positive Results of a Psychopedagogical Intervention
Keywords:
Self-regulated learning, Reading comprehension, Learning strategies, Reading, Meta-cognition, Pedagogical interventionAbstract
The purpose of this study was to evaluate the effects of a pedagogical intervention to improve the reading comprehension of fourth grade students of a public primary school. Two classes of 28 students were randomly assigned to an experimental or control group. The students were assessed during three different moments by means of an informative questionnaire, a Learning Strategies Scale and two cloze tests for reading comprehension. The intervention consisted of seven sessions which included learning strategies instruction, reading strategies instruction, meta-cognition activation, motivational support and study guidance. Results showed improvement in meta-cognition and in reading comprehension in both groups. However, gains were higher and more consistent in the experimental group.
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References
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Gil, A., Osieck, N., & Juarez, A. (2001, november). Students reflecting on what they know. Paper presented at the annual meeting of the International Council for innovation in Higher education, Rome. ED 457 222.
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McKown, B. A., & Barnett, C. L. (2007). Improving Reading Comprehension through Higher-Order Thinking Skills. A Research Project Submitted to the Graduate Faculty of the School of Education in Partial Fulfillment of the Requirements for the Degree of Master of Arts Saint Xavier University, Chicago, Illinois. ED 496 222.
McLain, K., & Mayer, V. (1993). Effects of two comprehension monitoring strategies on the metacognitive awareness and reading achievement of third and fifty grade student. Paper presented at the Annual Meeting of the American Educational Research Association. ED 364 840.
Mohamed, A. R. M., Chew, J., & Kabilan, M. K. (2006). Metacognitive Reading Strategies of good Malaysian Chinese Learners. Malaysian Journal of ELT research, 2, 21-41.
Molina, O. (1984). Diferenças no desempenho em leitura como resultado de treinamento em habilidades de estudo. Educação e Seleção, 10, 35-42.
Oliveira, K. L. de, Santos, A. A. A., de & Boruchovitch, E. (2009). Compreensão da Leitura: O Cloze com técnica de diagnóstico e intervenção. São Paulo: Casa do Psicólogo.
Palincsar, A. S., & Brown A. L. (1984). Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities. Cognition and Education, 1, 117-175.
Paris, S. G., & Jacobs, J. E. (1984). The Benefits of Informed Instruction for Children’s Reading Awareness and Comprehension Skills. Child Development, 55, 2083-2093.
Pressley, M., Woloshyn, V., Burkell, J., Cariglia-Bull, T., Lysnchunk, L., Mcgoldrick, J. A., Schneider, B., Snyder, B. L., & Symons, S. (1995). Cognitive strategy instruction that really improves children´s academic performance. Second Edition, Cambridge, Massachusetts: Brookline Books.
Saretsky, G. (1975, march-april). The John Henry effect: Potential confounder of experimental vs. control group approaches to the evaluation of educational innovations. Paper presented at the Annual Meeting of the American Educational Research Association, Washington, D.C. ED 106309
Schunk, D. H., & Rice, J. M. (1992, april). Influency of reading comprehension: Strategy information on Children’s self-efficacy and skills. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA. ED 403 534.
Baumann, J. F., Jones, L. A., & Seifert-Kessel, N. (1993). Monitoring reading comprehension by thinking aloud. Instructional Resource, (vol.1. Ed 360-612, 26p.).
Boruchovitch, E. (1999). Estratégias de aprendizagem e desempenho escolar: considerações para a prática educacional. Psicologia: Reflexão e Crítica, 12, 361-376.
Boruchovitch, E. (2001). Algumas estratégias de compreensão em leitura de alunos do Ensino Fundamental. Psicologia Escolar e Educacional, 5, 19-25.
Boruchovitch, E. (2004). A autoregulação da aprendizagem e a escolarização inicial. In E. Boruchovitch & J. A. Bzuneck (Eds.), Aprendizagem ”“ Processos psicológicos e o contexto social na escola (pp. 55-88). Petrópolis, RJ: Vozes.
Boruchovitch, E. (2006) Avaliação psicoeducacional: desenvolvimento de instrumentos à luz da psicologia cognitiva na teoria do processamento da informação. Avaliação Psicológica, 5,145-152.
Brown, R. L. (1992, december). Developing reading competence in university ESL classes. Paper presented at the Annual International Conference of the Institute of Language in Education, Hong Kong. ED 368 169.
Butler, D. L. (1998). The Strategic Content Learning Approach to Promoting Self-Regulated Learning: A report of Three Studies. Journal of Educational Psychology, 90, 682 ”“ 697.
Carvalho, M. R. de (2006). Estratégias Metacognitivas de leitura utilizadas de 2ª a 4ª séries do Ensino Fundamental. Dissertação de Mestrado, Universidade São Francisco, Campinas.
Dembo, M. H. (2000). Motivation and learning strategies for college success ”“ a self management approach. London: LEA.
Ferreira, S. P. A. F., & Dias, M. da G. B. B. (2002). Compreensão de leitura: estratégias de tomar notas e da imagem mental. Psicologia: Teoria e Pesquisa, 18, 51-62.
Gil, A., Osieck, N., & Juarez, A. (2001, november). Students reflecting on what they know. Paper presented at the annual meeting of the International Council for innovation in Higher education, Rome. ED 457 222.
Gomes, M. A. M. (2002). Aprendizagem autorregulada em leitura numa perspectiva de jogos de regras. Dissertação de Mestrado, Universidade Estadual de Campinas, Campinas.
Gomes, M. A. M. (2008). Compreensão autorregulada em leitura: Procedimentos de intervenção. Tese de Doutorado, Universidade Estadual de Campinas, Campinas.
Gomes, M. A. M., & Boruchovitch, E. (2005). Desempenho no Jogo, estratégias de aprendizagem e compreensão na leitura. Psicologia: Teoria & Pesquisa, 21, 319-326.
Guterman, E. (2003). Integrating written metacognitive awareness guidance as a ‘psychological tool’ to improve student performance. Learning and Instruction. 13, 633”“651. Retirado de http://www.elsevier.com/locate/ learninstruc
Guthrie, J. T., Wigfield, P. B., Kathleen C., Perencevich, A. T., H., Davis, M. H., Nicole T., Scafiddi, N. T., & Tonks, S. (2004). Increasing reading comprehension and engagement through concept-oriented reading instruction. Journal of Educational Psychology, 96, 403”“423.
Hacker, D. J. (1998). Self-regulated comprehension during normal reading. In J. Hacker & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 165-191). London: Associates Publishers (LEA).
Hoppes, M. K., Jitendra, A. K, Wilson, B., & Cole, C. (1997, april). Enhancing read comprehension: the role of a summarization strategy and self-monitoring. Paper presented at the Annual Convention of the council for exceptional children, salt Lake City, UT. ED 420 122.
Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira - INEP (2007). Sistema Nacional de Avaliação da Educação Básica. SAEB 2005. Primeiros resultados: Médias de desempenho do SAEB/2005 em perspectiva comparada. Retirado de http://www.inep.gov.br/download/saeb
Jacobs, J. E., & Paris, S. G. (1987). Children’s metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist, 22, 255-278.
Jenkins, J. R., Matlock, B., & Sloum, T. A. (1989). Two approaches to vocabulary instruction: The teaching of individual word meanings and practice in deriving meaning from context. Reading Research Quartely, 24, 215-235.
Joly, M. C. R. A. (2006). Escala de estratégias de leitura para etapa inicial do ensino fundamental. Estudos de Psicologia, 23, 271-278.
Kolić-Vehovec, S., & Bajšanski, I. (2007). Comprehension monitoring and reading comprehension in bilingual students. Journal of Research in Reading, 30, 198”“211.
McCormick, C. B., Miller, G., & Pressley, M. (1989). Cognitive strategy research from basic research to educational applications. New York: Springer-Verlag.
McKown, B. A., & Barnett, C. L. (2007). Improving Reading Comprehension through Higher-Order Thinking Skills. A Research Project Submitted to the Graduate Faculty of the School of Education in Partial Fulfillment of the Requirements for the Degree of Master of Arts Saint Xavier University, Chicago, Illinois. ED 496 222.
McLain, K., & Mayer, V. (1993). Effects of two comprehension monitoring strategies on the metacognitive awareness and reading achievement of third and fifty grade student. Paper presented at the Annual Meeting of the American Educational Research Association. ED 364 840.
Mohamed, A. R. M., Chew, J., & Kabilan, M. K. (2006). Metacognitive Reading Strategies of good Malaysian Chinese Learners. Malaysian Journal of ELT research, 2, 21-41.
Molina, O. (1984). Diferenças no desempenho em leitura como resultado de treinamento em habilidades de estudo. Educação e Seleção, 10, 35-42.
Oliveira, K. L. de, Santos, A. A. A., de & Boruchovitch, E. (2009). Compreensão da Leitura: O Cloze com técnica de diagnóstico e intervenção. São Paulo: Casa do Psicólogo.
Palincsar, A. S., & Brown A. L. (1984). Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities. Cognition and Education, 1, 117-175.
Paris, S. G., & Jacobs, J. E. (1984). The Benefits of Informed Instruction for Children’s Reading Awareness and Comprehension Skills. Child Development, 55, 2083-2093.
Pressley, M., Woloshyn, V., Burkell, J., Cariglia-Bull, T., Lysnchunk, L., Mcgoldrick, J. A., Schneider, B., Snyder, B. L., & Symons, S. (1995). Cognitive strategy instruction that really improves children´s academic performance. Second Edition, Cambridge, Massachusetts: Brookline Books.
Saretsky, G. (1975, march-april). The John Henry effect: Potential confounder of experimental vs. control group approaches to the evaluation of educational innovations. Paper presented at the Annual Meeting of the American Educational Research Association, Washington, D.C. ED 106309
Schunk, D. H., & Rice, J. M. (1992, april). Influency of reading comprehension: Strategy information on Children’s self-efficacy and skills. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA. ED 403 534.
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Published
2011-09-22
How to Cite
Mezzalira Gomes, M. A., & Boruchovitch, E. (2011). Self-Regulated Learning in Reading:: Positive Results of a Psychopedagogical Intervention. Psicologia: Teoria E Pesquisa, 27(3), 291–299. Retrieved from https://www.periodicos.unb.br/index.php/revistaptp/article/view/17536
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Estudos Empíricos
