Becoming a Self-Regulated Reader: A Study of Primary-Grade Students' Reading Strategies

Abstract

The purpose of this article is to report the results of a study that examined young readers' metacognitive processes and strategies while reading. An interview procedure was conducted while 109 children (high, average, and low readers) in kindergarten (three classrooms) and first grade (four classrooms) read familiar and unfamiliar text. Qualitative analyses were conducted on the interview data. A three-way Hierarchical Log-Linear analysis was also conducted to examine the associations between three variables, that is, grade, level of students within the grades, and mark (number of observations). Two-way Chi Square analysis revealed that the children across grades and different reading levels within grades used strategies to understand text. Most of the children could report the use of one or more strategies (i.e., pictures, words, or sounding it out).

Keywords:

• comprehension
• elementary
• early childhood