SRI program: sustained multiple-strategy instruction grounded in self-regulated learning and cognitive apprenticeship¶

Design · All designs
Evidence · 2 claims (2 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The SRI program aims "to create independent self-regulated readers who are capable of applying appropriate reading strategies in various contexts." It draws on self-regulated learning theory and cognitive apprenticeship, teaching a limited set of nine strategies (predicting, relating to background knowledge, monitoring, deriving word meaning from context, visualizing, questioning, generating main idea, summarizing, evaluating) before, during, and after reading. Teacher modeling occurs in the meaningful context of reading aloud award-nominated children's literature three times weekly, followed by independent reading of self-chosen books with a strategy checklist on which students note problems and solutions, and weekly transfer lessons in content areas such as science. Regulation gradually shifts from teacher to students across the two years.

Design Implications¶

Context¶

Requirements¶

Teachers receive training (two three-hour meetings, a mid-year meeting, and an evaluation meeting) with video clips demonstrating strategy modeling, plus observation and coaching in November of each year
A collection of narrative and informative books at varied levels must be available for independent reading

Constraints¶

Experimental schools were not allowed to use their own reading comprehension curriculum for the duration of the study

Target Learners¶

Third and fourth grade elementary students of varying reading levels

Learning Goals¶

Reading comprehension
Knowledge and self-regulated use of reading strategies

Claims¶

Examples¶

-

Key Sources¶

Droop, M.; van Elsäcker, W.; Voeten, M. J. M.; Verhoeven, L. (2016). Long-Term Effects of Strategic Reading Instruction in the Intermediate Elementary Grades. Journal of Research on Educational Effectiveness. https://doi.org/10.1080/19345747.2015.1065528

Page metadata

Field	Value
`type`	`design`
`id`	`sri-strategic-reading-instruction-program`
`title`	`SRI program: sustained multiple-strategy instruction grounded in self-regulated learning and cognitive apprenticeship`
`description`	`The SRI program aims "to create independent self-regulated readers who are capable of applying appropriate reading strategies in various contexts." It draws on self-regulated learning theory and cognitive apprenticesh...`
`status`	`review`
`generated`	by `process:settle-candidates` on `2026-10-15`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `droop-2016`

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