AUTORREGULACIÓN DEL APRENDIZAJE Y COMPRENSIÓN DE TEXTOS: ESTUDIO DE INTERVENCIÓN

Daniel Trías; Juan Antonio Huertas

doi:10.22235/cp.v3i1.133

Authors

Daniel Trías Universidad Católica del Uruguay
Juan Antonio Huertas Universidad Autónoma de Madrid

DOI:

https://doi.org/10.22235/cp.v3i1.133

Keywords:

self-regulated learning, reading comprehension, motivation

Abstract

The purpose of this intervention study is to assess the impact of teaching self-regulatory learning on reading comprehension and self-regulatory strategies. Eighty-one high school students from the city of Montevideo participated in the study. A quasi-experimental design was used; the experimental condition involved teaching a self-regulation strategy in the classroom over nine hours of regular classroom time. The control group was taught the same material by the same teacher with no self-regulation training intervention. Reading comprehension was assessed before and after the intervention, using questionnaires. Upon completion of the intervention, a think-aloud procedure was used in order to evaluate students’ use of self-regulation strategies. Subjects in the experimental group achieved significantly higher levels of reading comprehension. In addition, those students in the experimental group with lower academic performance especially benefited. In the experimental group, subjects exhibited self-regulation behaviors. The scopes of the utilized methodology and its potential for use in educational contexts are discussed.

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