Types and Sequences of Self-Regulated Reading of Low-Achieving Adolescents in Relation to Reading Task Achievement

Autor/inn/en	de Milliano, Ilona; van Gelderen, Amos; Sleegers, Peter
Titel	Types and Sequences of Self-Regulated Reading of Low-Achieving Adolescents in Relation to Reading Task Achievement
Quelle	In: Journal of Research in Reading, 39 (2016) 2, S.229-252 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12037
Schlagwörter	Middle School Students; Grade 8; Adolescents; Reading Achievement; Low Achievement; Reading Strategies; Protocol Analysis; Video Technology; Observation; Content Area Reading; Reading Comprehension; Sequential Learning; Prior Learning; Literacy Education + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Leseleistung; Unterdurchschnittliche Leistung; Reading strategy; Leselernstufe; Lesetechnik; Beobachtung; Sinnerfassendes Lesen; Leseverstehen; Didaktische Sequenzierung; Lernsequenz; Vorkenntnisse
Abstract	This study examines the relationship between types and sequences of self-regulated reading activities in task-oriented reading with quality of task achievement of 51 low-achieving adolescents (Grade 8). The study used think aloud combined with video observations to analyse the students' approach of a content-area reading task in the stages of orientation, text reading and answering questions. Results show that in general these low-achieving adolescents are infrequently monitoring their text comprehension or making connections with prior knowledge. Nevertheless, important differences are found between types and sequences of self-regulated reading activities related to task achievement. The low-achieving adolescents showing a straightforward linear approach to the task (orientation, reading of the whole text and finally answering of questions) yielded more success. In addition, readers demonstrating more activities directed at connections between text contents and prior knowledge during reading showed better task achievement. Implications of these findings for literacy education of this special group of adolescents are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01