Becoming an Engaged, Self-Regulated Reader

Becoming an Engaged, Self-Regulated Reader

Explains how students self-regulate while reading, describing students' personal beliefs of self-efficacy, task value, and motivation and how these beliefs influence their self- regulated reading; discussing the processes of self-regulated reading (goal setting; selection, use, and monitoring o...

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Bibliographische Detailangaben
Veröffentlicht in:Theory into practice 2002-05, Vol.41 (2), p.102-109
Hauptverfasser: Horner, Sherri L., Shwery, Craig S.
Format: Artikel
Sprache:eng
Schlagworte:
Book clubs
Children
Children & youth
Childrens novels
Cognitive models
Educational psychology
Elementary school students
Elementary Secondary Education
Grade 4
Learning
Learning motivation
Learning Strategies
Literacy
Motivation
Motivation in education
No Child Left Behind Act 2001-US
Objectives
Planning
Readers
Reading
Reading Achievement
Reading comprehension
Reading Materials
Reading Motivation
Reading promotion
Reading Skills
Reading Strategies
Self efficacy
Self Evaluation (Individuals)
Self Regulated Learning
Self Regulation
Student Engagement
Students
Study and teaching
Teachers
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Beschreibung
Zusammenfassung:Explains how students self-regulate while reading, describing students' personal beliefs of self-efficacy, task value, and motivation and how these beliefs influence their self- regulated reading; discussing the processes of self-regulated reading (goal setting; selection, use, and monitoring of reading strategies; and self-evaluation); and presenting examples from a summer program for school-aged children where a teacher helped students develop their self-regulated reading. (SM)
ISSN:0040-5841
1543-0421
DOI:10.1207/s15430421tip4102_6