Using Self-Regulation as a Framework for Implementing Strategy Instruction to Foster Reading Comprehension.

By Elmar Souvignier, Judith Mokhlesgerami. 2006

264 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/18b11bba84fa33c71e5a2d218644611fe8672fd5

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In Developmental and Educational Psychology

Citations in the corpus

The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, background): “Research has shown that cooperative learning can facilitate learning, and in particular SRL (e.g., Souvignier and Mokhlesgerami 2006), especially in complex tasks that produce a high cognitive load.”
Training Self-Regulated Learning in the Classroom: Development and Evaluation of Learning Materials to Train Self-Regulated Learning during Regular Mathematics Lessons at Primary School (2012, background): “Souvignier and Mokhlesgerami [38] focused on the enhancement of cognitive, motivational, and metacognitive aspects of selfregulated learning with respect to reading comprehension.”
Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes (2008, background): “…that effects of instruction are attributable to a factor such as enhanced cognitive strategy use (National Research Panel, 2000), enhanced social interaction among students (Ryan & Patrick, 2001), or metacognition (Souvignier & Mokhlesgerami, 2006), rather than being due to greater engagement.”
Assessing How Teachers Enhance Self-Regulated Learning: A Multiperspective Approach (2013, result): “This is in line with findings by Souvignier and Mokhlesgerami (2006) which provided teachers with instructional scripts for promoting SRL strategies.”
Can Reading Self-Efficacy Be Modified? A Meta-Analysis of the Impact of Interventions on Reading Self-Efficacy (2017, background): “Interventions that integrate multiple sources of self-efficacy beliefs may be more effective than those that focus on one source alone (Souvignier & Mokhlesgerami, 2006).”
The role of attribution beliefs, motivation and strategy use in Chinese fifth-graders' reading comprehension (2009, background): “A considerable number of studies have provided evidence to support the view that teaching students these reading strategies can help them to improve their reading ability (Brown and Campione 1994 ; Souvignier and Mokhlesgerami 2006 ).”
Contributions of Concept-Oriented Reading Instruction to Knowledge About Interventions for Motivations in Reading (2007, methodology): “For example, Souvignier and Mokhlesgerami (2006) conducted an experiment with four treatment conditions in a hierarchical model.”