Efectos de una instrucción estratégica-autorregulada en el proceso de comprensión y autoeficacia lectora del alumnado de educación primaria.

María Fátima Olivares Iglesias; Raquel Fidalgo Redondo; Mark Torrance

doi:10.22550/REP81-2-2023-02

Authors

María Fátima Olivares Iglesias Universidad Internacional de la Rioja.
Raquel Fidalgo Redondo Universidad de León.
Mark Torrance Nottingham Trent University.

DOI:

https://doi.org/10.22550/REP81-2-2023-02

Keywords:

Reading comprehension, reading strategies, self-control, self-regulation, self-efficacy, primary education

Abstract

Self-regulation is an important factor in achieving successful reading comprehension. This study analyses the effects of a self-regulated strategy instruction programme versus a control group on reading comprehension performance, time spent applying strategies during the reading comprehension process and reading self-efficacy. The programme comprised two conditions (condition 1 and condition 2) in which the teachers provided direct and explicit teaching of self-regulation strategies before, during and after the reading process. In condition 2, explicit instruction in reading self-efficacy was added. In the control condition, teachers provided traditional instruction based on reading aloud, sequential reading, text questions and the use of dictionaries. A total of 180 Spanish primary school students from eight different Year 5 and 6 classes (aged 10-12 under the Spanish education system) were either assigned to one of the two experimental conditions (Condition 1: N = 47. Condition 2: N = 47) or to the control condition (N = 86). Pre-test/post-test/follow-up measures were taken (six weeks after the intervention) of reading performance, reading self-efficacy and time spent applying self-regulation strategies before, during and after reading through an online assessment. The results showed that the instructional programme had a positive and significant effect in the two experimental conditions compared to the control group in terms of reading performance and time spent applying self-regulation strategies before and after the reading process. However, no statistically significant differences were observed in the time spent applying strategies during reading and in reading self-efficacy, neither between the two experimental conditions nor between the experimental conditions and the control condition. The implications of these results and their contribution to educational practices are discussed.

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Author Biographies

María Fátima Olivares Iglesias, Universidad Internacional de la Rioja.

holds a PhD in Psychology and Education Sciences. She is a Professor at the Department of Education at the Universidad Internacional de la Rioja. Her research interests focus on the study of cognitive, metacognitive and motivational variables in reading comprehension and written composition. http://orcid.org/0000-0001-5485-1415

Raquel Fidalgo Redondo, Universidad de León.

is a Professor of Developmental and Educational Psychology at the Universidad de León. She holds a PhD in Psychology and Education Sciences. She lectures in Developmental and Educational Psychology at the University of León. Her research focuses on the assessment of variables such as metacognition, self-regulation and self-efficacy in complex cognitive skills such as comprehension and written composition. https://orcid.org/0000-0002-5940-286X

Mark Torrance, Nottingham Trent University.

is Associate Professor in Psychology at Nottingham Trent University (UK) and also currently Adjunct Research Professor at the National Reading Centre, University of Stavanger, Norway. His research focuses on the educational and cognitive psychology of text production. https://orcid.org/0000-0002-5305-4315

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