SELF-REGULATION LEARNING

make a bet in reading comprehension

Abstract

This text discusses the use of reading strategies in order to identify if students use them as self-regulation processes with the objective of facilitating reading comprehension. As a starting point of this work, we put in relevance a disturbing situation for teachers: young people often come to college without knowing how to read. The assumption underlining our analysis is that in order to learn how to read, we need to learn how to use self-regulation strategies. The study phase we report here is about the coordination and implementation of tasks where the student should stand as true reader who seeks the meaning of the text. In order to achieve this, he needs to have knowledge of how text circulates in society, how discourse is organized, how information is hierarchically organized, etc. According to instructions, the students should answer questions about the process used to engage themselves with the text and its meaning. After this step, an assessment was made to verify the existence of a relationship between the use of self-regulation strategies and reading comprehension. The results showed that students who use more effectively selfregulation strategies also more effectively comprehend reading. This is what is driving the development of the self-regulation theory, where students have better reading comprehension when using self-regulation strategies.