ERIC Number: EJ1047834
Record Type: Journal
Publication Date: 2014
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1183-322X
EISSN: N/A
Bridging Literacy Acquisition and Self-Regulated Learning: Using a SRL Framework to Support Struggling Readers
Holtzheuser, Sierra; McNamara, John
Exceptionality Education International, v24 n1 p2-17 2014
Reading is conceptualized as a hierarchy of component skills where lower order emergent literacy skills set the foundation for higher order reading skills such as fluency and comprehension. Approximately 20% of readers struggle within this hierarchical process (Fielding, Kerr, & Rosier, 2007). Struggling readers are susceptible to the Matthew Effect, a reading trajectory that sees them fall further behind their grade-level reading peers as they progress through their school grades. The purpose of this paper is to present a model of reading that considers self-regulated learning as an important motivational factor, particularly for children at-risk for reading difficulties. We describe reading acquisition within the context of task understanding and perceived self-efficacy, goal setting, strategies and tactics, and monitoring and feedback--the self-regulated learning process (see Winne & Hadwin, 1998).
Descriptors: Reading Difficulties, Reading Instruction, Emergent Literacy, Reading Skills, Low Achievement, Independent Study, Cognitive Processes, Learning Processes, Self Management, Thinking Skills, Metacognition, Word Recognition, Reading Fluency, Reading Comprehension, Self Efficacy, Goal Orientation, Learning Strategies, Feedback (Response), Self Evaluation (Individuals)
Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://ir.lib.uwo.ca/eei/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A