Self-regulation for learning intervention in reading comprehension: an integrative review

Detalhes bibliográficos
Autor(a) principal: FERRAZ, Adriana Satico
Data de Publicação: 2023
Outros Autores: SANTOS, Acácia Aparecida Angeli dos
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Estudos de Psicologia (Campinas)
Texto Completo: https://periodicos.puc-campinas.edu.br/estpsi/article/view/7301
Resumo: This integrative review aimed to investigate the structure of successful interventions in the development of self-regulation for learning to optimize reading comprehension of Basic Education students. The search for articles was carried out in five databases, and by the method of searching for quotes. Of the 137 items retrieved, 13 were eligible. The samples of the reported interventions were composed of students from the 3rd to 6th grade, from American, German, and Slovenian schools. The interventions were of an instructional type, focusing on developing self-regulatory strategies to develop reading comprehension. The studies indicated that participation in the interventions increased the students’ performance in this cognitive-linguistic skill. It is assumed that this review can assist psychologists and educators in preparing, applying, and monitoring the results of intervention programs to develop students’ self-regulation in carrying out tasks that envolve reading comprehension.
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spelling Self-regulation for learning intervention in reading comprehension: an integrative reviewIntervenção em autorregulação para aprendizagem na compreensão de leitura: uma revisão integrativaBasic educationMotivationReading skillsSelf-managementStrategies for learningEducação básicaMotivaçãoHabilidades de leituraAutogestãoEstratégias de aprendizagemThis integrative review aimed to investigate the structure of successful interventions in the development of self-regulation for learning to optimize reading comprehension of Basic Education students. The search for articles was carried out in five databases, and by the method of searching for quotes. Of the 137 items retrieved, 13 were eligible. The samples of the reported interventions were composed of students from the 3rd to 6th grade, from American, German, and Slovenian schools. The interventions were of an instructional type, focusing on developing self-regulatory strategies to develop reading comprehension. The studies indicated that participation in the interventions increased the students’ performance in this cognitive-linguistic skill. It is assumed that this review can assist psychologists and educators in preparing, applying, and monitoring the results of intervention programs to develop students’ self-regulation in carrying out tasks that envolve reading comprehension.O objetivo desta revisão integrativa foi investigar a estrutura de intervenções bem-sucedidas no desenvolvimento da autorregulação para aprendizagem a fim de otimizar a compreensão da leitura pelos alunos da educação básica. As buscas pelos artigos foram realizadas em cinco bases de dados, bem como através do método de busca por citações. Dos 137 artigos recuperados, 13 eram elegíveis. As amostras das intervenções reportadas eram compostas por alunos do 3º ao 6º ano de escolas estadunidenses, alemãs e eslovenas. As intervenções eram do tipo instrucional, com foco no desenvolvimento de estratégias de autorregulação para desenvolver a compreensão de leitura. Os estudos indicaram que participar das intervenções elevava o desempenho dos alunos nessa habilidade cognitivo-linguística. Presume-se que esta revisão pode auxiliar psicólogos e educadores na elaboração, aplicação e acompanhamento dos resultados de programas de intervenção para desenvolver a autorregulação dos alunos na realização de tarefas que envolvem a compreensão de leitura.Núcleo de Editoração - PUC-Campinas2023-02-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.puc-campinas.edu.br/estpsi/article/view/7301Psychological Studies; Vol. 38 (2021): Estudos de Psicologia (Campinas)Estudos de Psicologia; Vol. 38 (2021): Estudos de Psicologia (Campinas)Estudos de Psicologia; v. 38 (2021): Estudos de Psicologia (Campinas)1982-0275reponame:Estudos de Psicologia (Campinas)instname:Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)instacron:PUC_CAMPenghttps://periodicos.puc-campinas.edu.br/estpsi/article/view/7301/4861Copyright (c) 2023 Adriana Satico FERRAZ, Acácia Aparecida Angeli dos SANTOShttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFERRAZ, Adriana SaticoSANTOS, Acácia Aparecida Angeli dos2023-08-03T13:41:42Zoai:ojs.periodicos.puc-campinas.edu.br:article/7301Revistahttps://seer.sis.puc-campinas.edu.br/seer/index.php/estudosPRIhttps://seer.sis.puc-campinas.edu.br/seer/index.php/estudos/oaisbi.ne_estpsi@puc-campinas.edu.br||estudosdepsicologia@puc-campinas.edu.br||psychologicalstudies@puc-campinas.edu.br1982-02750103-166Xopendoar:2023-08-03T13:41:42Estudos de Psicologia (Campinas) - Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)false
dc.title.none.fl_str_mv Self-regulation for learning intervention in reading comprehension: an integrative review
Intervenção em autorregulação para aprendizagem na compreensão de leitura: uma revisão integrativa
title Self-regulation for learning intervention in reading comprehension: an integrative review
spellingShingle Self-regulation for learning intervention in reading comprehension: an integrative review
FERRAZ, Adriana Satico
Basic education
Motivation
Reading skills
Self-management
Strategies for learning
Educação básica
Motivação
Habilidades de leitura
Autogestão
Estratégias de aprendizagem
title_short Self-regulation for learning intervention in reading comprehension: an integrative review
title_full Self-regulation for learning intervention in reading comprehension: an integrative review
title_fullStr Self-regulation for learning intervention in reading comprehension: an integrative review
title_full_unstemmed Self-regulation for learning intervention in reading comprehension: an integrative review
title_sort Self-regulation for learning intervention in reading comprehension: an integrative review
author FERRAZ, Adriana Satico
author_facet FERRAZ, Adriana Satico
SANTOS, Acácia Aparecida Angeli dos
author_role author
author2 SANTOS, Acácia Aparecida Angeli dos
author2_role author
dc.contributor.author.fl_str_mv FERRAZ, Adriana Satico
SANTOS, Acácia Aparecida Angeli dos
dc.subject.por.fl_str_mv Basic education
Motivation
Reading skills
Self-management
Strategies for learning
Educação básica
Motivação
Habilidades de leitura
Autogestão
Estratégias de aprendizagem
topic Basic education
Motivation
Reading skills
Self-management
Strategies for learning
Educação básica
Motivação
Habilidades de leitura
Autogestão
Estratégias de aprendizagem
description This integrative review aimed to investigate the structure of successful interventions in the development of self-regulation for learning to optimize reading comprehension of Basic Education students. The search for articles was carried out in five databases, and by the method of searching for quotes. Of the 137 items retrieved, 13 were eligible. The samples of the reported interventions were composed of students from the 3rd to 6th grade, from American, German, and Slovenian schools. The interventions were of an instructional type, focusing on developing self-regulatory strategies to develop reading comprehension. The studies indicated that participation in the interventions increased the students’ performance in this cognitive-linguistic skill. It is assumed that this review can assist psychologists and educators in preparing, applying, and monitoring the results of intervention programs to develop students’ self-regulation in carrying out tasks that envolve reading comprehension.
publishDate 2023
dc.date.none.fl_str_mv 2023-02-07
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.puc-campinas.edu.br/estpsi/article/view/7301
url https://periodicos.puc-campinas.edu.br/estpsi/article/view/7301
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv https://periodicos.puc-campinas.edu.br/estpsi/article/view/7301/4861
dc.rights.driver.fl_str_mv Copyright (c) 2023 Adriana Satico FERRAZ, Acácia Aparecida Angeli dos SANTOS
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Adriana Satico FERRAZ, Acácia Aparecida Angeli dos SANTOS
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Núcleo de Editoração - PUC-Campinas
publisher.none.fl_str_mv Núcleo de Editoração - PUC-Campinas
dc.source.none.fl_str_mv Psychological Studies; Vol. 38 (2021): Estudos de Psicologia (Campinas)
Estudos de Psicologia; Vol. 38 (2021): Estudos de Psicologia (Campinas)
Estudos de Psicologia; v. 38 (2021): Estudos de Psicologia (Campinas)
1982-0275
reponame:Estudos de Psicologia (Campinas)
instname:Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)
instacron:PUC_CAMP
instname_str Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)
instacron_str PUC_CAMP
institution PUC_CAMP
reponame_str Estudos de Psicologia (Campinas)
collection Estudos de Psicologia (Campinas)
repository.name.fl_str_mv Estudos de Psicologia (Campinas) - Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)
repository.mail.fl_str_mv sbi.ne_estpsi@puc-campinas.edu.br||estudosdepsicologia@puc-campinas.edu.br||psychologicalstudies@puc-campinas.edu.br
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