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ERIC Number: EJ1178917
Record Type: Journal
Publication Date: 2018-May
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0938-8982
Fostering Self-Regulation of Students with Learning Disabilities: Insights from 30 Years of Reading Comprehension Intervention Research
Berkeley, Sheri; Larsen, Anna
Learning Disabilities Research & Practice, v33 n2 p75-86 May 2018
Thirty years of intervention research on the effects of reading comprehension strategies for students with learning disabilities was reviewed in this quantitative synthesis. Specifically, researchers targeted studies that contained self-regulated learning components. A systematic search yielded 18 studies from nine research journals that met specified inclusion criteria. Studies were evaluated for methodological quality and to identify types of instructional and self-regulation components within interventions. Large effect sizes were found immediately after instruction and after a time delay, suggesting that instruction in reading comprehension strategies that contain self-regulation components may have a long lasting impact on student performance. Implications for research and practice are discussed.
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Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
Authoring Institution: N/A
Grant or Contract Numbers: 1420448