Using Self-Regulated Learning Strategies to Develop Year 4 Pupils Reading Comprehension

high achievers already had the level of skills required in a learning processThe metacognitive learning strategies would appear to be more important for the low achievers compared to the high achievers. low achievers achieved better when they were slightly more worried about their examinationshigh achievers have more control of learning belief and more use of resource management strategiesREFLECTION OF TEACHING EXPERIENCEGoal Setting

Planning

Self-Motivation

Attention Control

Flexible Use of Strategies

Self-Monitoring

Help-Seeking

Self-Evaluation

REFLECTION BASED ON EDUCATIONAL VALUES(Dinsmore, Alexander, & Loughlin, 2008)

(Zimmerman & Schunk, 2001). To improve pupils reading comprehension

Positive reading habits and attitude

Widen pupils knowledge and general information of their culture which are not included in the school textFOCUS OF INVESTIGATIONhow effective does the use of self-regulated comprehension strategies in improving pupils reading comprehension.

focus on the problem faced by the pupils where they could not comprehend reading materials because they do have the inability to read effectively, low thoughtful reader, and have low interest in the text.

PROBLEM STATEMENTpupils have not mastered their reading skills to comprehend reading materials. They are influenced by factors like not up to grade level, slow reading, and lack of comprehension.

PRELIMINARY INVESTIGATION Explicitly develop pupils reading comprehension with critical understanding using self-regulated strategies.

Support pupils in this strategies as a practice and encourage pupils to become enthusiastic, independent and thoughtful readers.OBJECTIVEDo the self-regulated learning strategies develop the pupils reading comprehension?

Do the self-regulated learning strategies encourage pupils to become enthusiastic, autonomous and thoughtful readers?

RESEARCH QUESTIONSTheir level is intermediate. There are 10 boys and 15 girls.

Their social status is suburbs.

Range is from 9-10 years old.

Learning preferences is language games and visual aids.

PARTICIPANT TARGET GROUP : YEAR 4Pre-intervention reading comprehension test.

answer the prepared comprehension questions about the text (first practice)

The students will be taught with self-regulated strategies such as construction of mental images during reading summarization, analyzing into story grammar and so on.

After the intervention implemented in certain period and the student can master the self-regulated learning, they will read the reading material by using self-regulated strategies and answer the prepared comprehension questions about the text (Second practice).

Post-intervention questionnairesINTERVENTIONprior knowledge activationCoding text

question generation:Did this passage make sense to me?What should I be on the lookout for in the next passage?

construction of mental images during reading summarization (seeing, hearing, sensing, smelling, tasting, as well as the feeling of moving). See yourself successfully presenting at a meeting, or playing a terrific game of golf.

analyzing into story grammar and non-fiction genre components;Understanding genre will help you know what to expect from a text based on its genrefiction, nonfiction, poetry, drama, and folkloreExample of interventionExamples of checklistPhases of interventionOTHERS