Assessment of strategy instruction and self-regulation in reading comprehension: A review of the literature

Abstract

Strategy instruction is a common instructional method for teaching academic skills, particularly reading comprehension, and it is commonly combined with self-regulation components (e.g., goal setting, self-monitoring). Previous meta-analyses and reviews have examined the effectiveness of strategy instruction on reading comprehension, but have not examined how reading comprehension is assessed, an area of need considering that reading comprehension assessments are not created equal. In this systematic review, sixteen articles were examined to determine the methods for assessing reading comprehension, self-regulation, reading motivation/attitudes, and social validity. In addition, the Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education were applied to all included studies. Limitations and recommendation for future researchers are presented and disussed.

Keywords:

• Strategy instruction
• reading comprehension
• self-regulation
• assessment
• systematic review

Additional information

Notes on contributors

Lauren Hart Rollins

Lauren Hart Rollins, PhD, is an assistant professor at the University of West Georgia. Her research is dedicated to academic and behavioral Tier 2 and 3 supports for youth with and at-risk for emotional and behavioral disorders in alternative education settings, special education teacher preparation and well-being.

Sara Sanders

Sara Sanders, EdD is an assistant research professor at the University of Alabama. Her research focus is on academic, behavioral, and social- emotional interventions for students with emotional and behavioral disorders served in residential and juvenile justice facilities and the implementation of self-care supports for staff working in alternative education settings.

Kristine Jolivette

Kristine Jolivette, PhD is the Paul W. Bryant and Mary Harmon Bryant Endowed Professor at the University of Alabama. Her research focus is on youth with and at risk for emotional and behavioral disorders, multi-tiered systems of support across domains, and adapted academic, social-emotional learning, and behavior tiered supports in juvenile corrections.

Ashley S. Virgin

Ashley S. Virgin, MA is third-year doctoral student at The University of Alabama on the Project INSPIRE grant sponsored by the U.S. Department of Education: Office of Special Education Programs. Mrs. Virgin’s research interests include emotional regulation strategies for both youth and facility staff, empowering youth in juvenile justice and residential facilities to increase their resiliency, self-advocacy, and ability to make positive decisions through social-emotional learning (SEL) curriculums and implementation and restraint and seclusion policy and reform.