Learning Goals and Children's Reading Comprehension

Abstract

This experiment investigated the effects of goal setting on children's self-efficacy and reading comprehension. Remedial readers participated in a comprehension strategy instructional program on finding main ideas. Some subjects received a product goal of answering questions, others were given a process goal of learning to use the strategy, and subjects in an instructional control condition were told to work productively. Compared with control subjects, process and product goal children judged self-efficacy significantly higher, and process goal children demonstrated higher comprehension skill. On a measure of goal perceptions, process goal children placed significantly greater emphasis on learning to use the strategy compared with children in the other two conditions, and judged becoming a better reader more important than did product goal subjects. These results suggest the usefulness of goal setting with remedial readers and of employing goals relating to learning processes.

The Effects of Teaching Self-regulated Learning Strategies on EFL Students’ Reading Comprehension

“…The emphasis on the crucial role of self-regulated learning strategies (Zimmerman, 2002;Schunk & Rice, 1998) and reading comprehension in education is obvious in the related literature upon both, especially when Wolverton (2008) consider that students who use SRL strategies are more successful in academic work and developmental reading.…”

“…Schunk and Rice (1998) suggest that to promote students` self-regulated learning, they must be provide with opportunities for selfreflective practices that improves their skills to monitor, evaluate and adjust their performance during learning process. These practices help students find their own learning strategies that reinforce their learning and achievement most effectively.…”

The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of English as a second language

“…Teaching students to use learning strategies often produces positive results. Learning strategy instruction typically is moderately to highly successful, regardless o f the strategy or instructional method (Schunk & Rice, 1999). Park (1995) defines learning strategies as the "mental activities that people use when they study to help themselves acquire, organize, or remember incoming knowledge more efficiently" (p. 35).…”

Le sentiment d'efficacité personnelle dans l'apprentissage et la formation : quel rôle joue-t-il ? D'où vient-il ? Comment intervenir ?

“…Permettre à l'apprenant de participer à la fixation d'objectifs proximaux semble renforcer l'effet motivant de ceux-ci (Schunk, 1985). Ces objectifs se révèlent également avoir un impact positif plus marqué quand ils sont axés sur le processus de compréhension et l'apprentissage que sur le produit à obtenir ou la performance à réaliser (Graham & Golan, 1991 ;Schunk, 1996 ;Schunk & Rice, 1989). Les expériences actives de maîtrise que font les élèves sont donc fortement liées aux dispositifs pédagogiques auxquels ils se trouvent confrontés.…”