Self-regulation for reading comprehension in middle school: assessment and intervention

Abstract

Self-regulation for learning (SRL) is a multidimensional psychological construct linked to the motives that lead the student to engage in school activities, which includes the motivation, methods, actions, time, the physical and social environment. These dimensions, when well developed, favor the reading comprehension - linguistic ability that can be considered as an indirect measure of school performance. Given the relevance of SRL dimensions and reading comprehension for the teaching and learning process, the first objective of this project will be to investigate its functioning in middle school students through the construction of the Multidimensional Self-Regulation Battery for Reading (BaMa-Reading). The construction of the battery (study 1) will include the elaboration of the items, analysis of expert judges and pilot study. Study 2 will focus on investigating internal consistency evidence. Study 3 will be based on the conference of criterion validity evidence - the possible differences in BaMA-Reading regarding gender, school year, repetition history, school performance and reading comprehension (Cloze test) will be analyzed. In study 3, validity evidence based on measures assessing related constructs will be investigated, through the correlations between BaMA-Reading and the Causal Atributtions Assessment Scale for Elementary School students. In addition, battery reliability estimates will be verified. The second objective of this project will be the elaboration and application of a short intervention in SRL for reading comprehension, based on the sub-tests of BaMA-Reading. In addition to developing the psychological ARA dimensions for reading comprehension, it is expected with this intervention to check the external criterion validity evidence to the battery.