Pedagogical interventions and scaffolds increase learners' use of self-regulated reading strategies¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2–r3 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After an instructional unit, students used more self-regulated strategies such as questioning and evaluating while reading. → Hu 2017 q2 i? Students provided with conceptual scaffolds used more planning during hypermedia reading than unscaffolded students. → Hu 2017 (2)

Evidence¶

Hu 2017¶

Hu, Jingjing; Gao, Xuesong (Andy). (2017). Using think-aloud protocol in self-regulated reading research. Educational Research Review, v.22, pp. 181-193. https://doi.org/10.1016/j.edurev.2017.09.004

q2 · i? · review · r3

The review reports, citing Rogers (1991), that an instructional unit with eight ninth-grade students involving peer discussion and reflection led to increased use of self-regulated reading strategies.

"The results showed that after participating in the instructional unit, students used more self-regulated strategies while reading, such as questionning and evaluating."

Hu 2017 (2)¶

Hu, Jingjing; Gao, Xuesong (Andy). (2017). Using think-aloud protocol in self-regulated reading research. Educational Research Review, v.22, pp. 181-193. https://doi.org/10.1016/j.edurev.2017.09.004

q2 · i? · review · r2

The review reports, citing Moos and Azevedo (2008) with 37 participants, that conceptual scaffolds increased planning strategy use during hypermedia reading; tutor facilitation similarly increased monitoring and adaptive help seeking (Azevedo et al. 2008).

"Results indicated that students who were provided with conceptual scaffolds used more of planning during the hypermedia reading task than students who were not provided with the scaffolds."

Discussion¶

Learner Variables¶

• Self-Regulation — outcome: instruction changes it

Related Claims¶

• Self-questioning improves comprehension — related
• Reading Strategy Instruction Improves Comprehension — related
• Rule-triggered pedagogical agents increased SRL activities and learning outcomes relative to untriggered agents — related
• Strategy Instruction Improves Learning — a broader claim this one bears on
• Metacognitive prompts improve learning — related