Becoming a Self-Regulated Reader: A Study of Primary-Grade Students' Reading Strategies

Autor/inn/en	Martin, Linda E.; Kragler, Sherry
Titel	Becoming a Self-Regulated Reader: A Study of Primary-Grade Students' Reading Strategies
Quelle	In: Literacy Research and Instruction, 50 (2011) 2, S.89-104 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
Schlagwörter	Reading Strategies; Metacognition; Statistical Analysis; Grade 1; Student Attitudes; Primary Education; Young Children; Kindergarten; Informal Reading Inventories; Interviews; Teachers; Interrater Reliability; Statistical Significance; Inferences + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Statistische Analyse; School year 01; 1. Schuljahr; Schuljahr 01; Schülerverhalten; Primarbereich; Frühe Kindheit; Interviewing; Interviewtechnik; Lehrer; Lehrerin; Lehrende; Interrater-Reliabilität; Inference; Inferenz
Abstract	The purpose of this article is to report the results of a study that examined young readers' metacognitive processes and strategies while reading. An interview procedure was conducted while 109 children (high, average, and low readers) in kindergarten (three classrooms) and first grade (four classrooms) read familiar and unfamiliar text. Qualitative analyses were conducted on the interview data. A three-way Hierarchical Log-Linear analysis was also conducted to examine the associations between three variables, that is, grade, level of students within the grades, and mark (number of observations). Two-way Chi Square analysis revealed that the children across grades and different reading levels within grades used strategies to understand text. Most of the children could report the use of one or more strategies (i.e., pictures, words, or sounding it out). (Contains 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10