NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1047834
Record Type: Journal
Publication Date: 2014
Pages: 16
Abstractor: As Provided
Reference Count: 74
ISBN: N/A
ISSN: ISSN-1183-322X
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).
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