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

References

• Baker , L. 1979 . Comprehension monitoring: Identifying and coping with text confusions . Journal of Reading Behavior , 11 : 365 – 374 .
   Web of Science ®Google Scholar
• Baker , L. 1994 . “ Fostering metacognitive development ” . In Advances in child development and behavior , Edited by: Reese , H. Vol. 25 , 201 – 239 . San Diego, CA : Academic Press .
   Google Scholar
• Baker , L. 2005 . “ Developmental differences in metacognition: Implications for metacognitively oriented reading instruction ” . In Metacognition in literacy learning: Theory, assessment, instruction, and professional development , Edited by: Israel , S. E. , Block , C. C. , Bauserman , K. L. and Kinnucan-Welsch , K. 61 – 79 . Mahwah, NJ : Lawrence Erlbaum Associates .
   Google Scholar
• Baker , L. and Brown , A. 1984 . “ Metacognitive skills and reading ” . In Handbook of reading research , Edited by: Pearson , P. D. 353 – 394 . White Plains, NY : Longman .
   Google Scholar
• Brenna , B. 1995 . The metacognitive reading strategies of 5 early readers . Journal of Research in Reading , 18 ( 1 ) : 53 – 62 .
   Google Scholar
• Brown , A. 1975 . “ The development of memory: Knowing, knowing about knowing, and knowing how to know ” . In Advances in child development and behavior , Edited by: Reese , H. W. Vol. 10 , 103 – 152 . New York : Academic Press .
   Google Scholar
• Brown , A. L. 1985 . “ Metacognition: The development of selective attention strategies for learning from texts ” . In Theoretical models and processes of reading , 4th , Edited by: Singer , H. and Ruddell , R. B. 733 – 756 . Newark, DE : International Reading Association .
   Google Scholar
• Brown , A. , Cote , N. and Goldman , S. 2001 . “ Building representations of informational text: Evidence from children's think-aloud protocols ” . In The construction of mental representations during reading , Edited by: van Oostendorp , H. and Goldman , S. R. 169 – 193 . Mahwah, NJ : LEA .
   Google Scholar
• Brown , R. , Pressley , M. , Van Meter , P. and Schuder , T. 1996 . A quasi-experimental validation of transactional strategies instruction with low-achieving second-grade readers . Journal of Educational Psychology , 88 ( 1 ) : 18 – 37 .
   Web of Science ®Google Scholar
• Burns , P. and Roe , B. 2002 . Informal reading inventory , 5th , New York : Houghton Mifflin .
   Google Scholar
• Carver , R. 2000 . The causes of high and low reading achievement , Mahwah, MJ : Lawrence Erlbaum Associates .
   Google Scholar
• Clay , M. 1973 . The patterning of complex behavior , Auckland, , New Zealand : Heinemann .
   Google Scholar
• Clay , M. 1991 . Becoming literate: The construction of inner control , Portsmouth, NH : Heinemann .
   Google Scholar
• Clay , M. 1998 . By different paths to common outcomes , York, ME : Stenhouse .
   Google Scholar
• Clay , M. 2001 . Change over time in children's literacy development , Portsmouth, NH : Heinemann .
   Google Scholar
• Cochrane , O. , Cochrane , D. , Scalena , D. and Buchanan , E. 1988 . Reading, writing and caring , New York : Richard C. Owens .
   Google Scholar
• Cox , B. E. 1994 . “ Young children's regulatory talk: Evidence of emerging metacognitive control over literary products and processes ” . In Theoretical models and processes of reading , Edited by: Ruddell , R. B. , Ruddell , M. R. and Singer , H. 733 – 756 . Newark, DE : IRA .
   Google Scholar
• Dewey , J. 1910 . How we think , Boston, MA : D. C. Heath .
   Google Scholar
• Ericsson , K. A. and Simon , H. A. 1993 . Protocol analysis: Verbal reports as data. Revised , Cambridge, MA : MIT Press .
   Google Scholar
• Flavell , J. H. 1971 . First discussant's comments: What is memory development the development of? . Human Development , 14 : 242 – 278 .
   Web of Science ®Google Scholar
• Flavell , J. H. 1979 . Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry . American Psychologist , 34 : 906 – 911 .
   Web of Science ®Google Scholar
• Flavell , J. H. 1981 . “ Cognitive monitoring ” . In Children's oral communication skill , Edited by: Dickson , W. P. 35 – 60 . New York : Academic Press .
   Google Scholar
• Flavell , J. H. 1987 . “ Speculations about the nature and development of metacognition ” . In Metacognition, motivation, and understanding , Edited by: Weinert , F. E. and Kluwe , R. H. 21 – 29 . Hillsdale, NJ : LEA .
   Google Scholar
• Garner , R. 1987 . Metacognition and reading comprehension , Norwood, NJ : Ablex Publishing .
   Google Scholar
• Glaubman , R. , Glaubman , H. and Ofir , L. 1997 . Effects of self-directed learning, story comprehension, and self-questioning in kindergarten . Journal of Educational Research , 90 : 361 – 374 .
   Web of Science ®Google Scholar
• Goetz , J. and LeCompte , M. 1984 . Ethnography and qualitative design in educational research , New York : Academic Press .
   Google Scholar
• Gottschalk , L. A. 1995 . Content analysis of verbal behavior: New findings and clinical applications , Hillsdale, NJ : LEA .
   Google Scholar
• Jacobs , J. and Paris , S. 1987 . Children's metacognition in reading: Issues in definition, measurement, and instruction . Educational Psychology , 22 : 255 – 278 .
   Web of Science ®Google Scholar
• Juliebo , M. , Malicky , G. and Norman , C. 1998 . Metacognition of young readers in an early intervention programme . Journal of Research in Reading , 21 ( 1 ) : 24 – 35 .
   Google Scholar
• Kantrowitz , B. and Wingert , P. April 17 1989 . Newsweek Magazine April 17 , 7 – 8 .
   Google Scholar
• Kintsch , W. 1988 . The use of knowledge in discourse processing: A construction-integration model . Psychological Review , 95 : 163 – 182 .
   PubMed Web of Science ®Google Scholar
• Kintsch , W. M. and van Dijk , T. A. 1978 . Toward a model of text comprehension and production . Psychological Review , 95 ( 2 ) : 163 – 182 .
   Google Scholar
• Kluwe , R. H. 1987 . “ Executive decisions and regulation of problem solving behavior ” . In Metacognition, motivation, and understanding , Edited by: Weinert , F. E. and Kluwe , R. H. 31 – 64 . Hillsdale, NJ : LEA .
   Google Scholar
• Kurtz , B. and Borkowski , J. 1984 . Children's metacognition: Exploring relations among knowledge, process, and motivational variables . Journal of Experimental Child Psychology , 37 : 335 – 354 .
   Web of Science ®Google Scholar
• Lomax , R. G. and McGee , L. M. 1987 . Young children's concept about print and reading: Toward a model of word reading acquisition . Reading Research Quarterly , XXI : 237 – 255 .
   Google Scholar
• Markman , E. M. 1977 . Realizing you don't understand: A preliminary investigation . Child Development , 48 : 986 – 992 .
   Web of Science ®Google Scholar
• Markman , E. M. 1979 . Realizing you don't understand: Elementary school children's awareness of inconsistencies . Child Development , 50 : 643 – 655 .
   PubMed Web of Science ®Google Scholar
• Meyers , J. , Lytle , S. , Palladino , D. , Devenpeck , G. and Green , M. 1990 . Think-aloud protocol analysis: An investigation of reading comprehension strategies in fourth- and fifth-grade students . Journal of Psychoeducational Assessment , 8 : 112 – 127 .
   Web of Science ®Google Scholar
• McGee , L. M. and Richgels , D. J. 2004 . Literacy's beginnings: Supporting young readers and writers , 4th , Boston, MA : Pearson Education, Inc .
   Google Scholar
• Miller , M. D. , Linn , R. L. and Gronlund , N. E. 2009 . Measurement and assessment in teaching , 10th , Columbus, OH : Pearson Education, Inc .
   Google Scholar
• Myers , M. and Paris , S. 1978 . Children's metacognitive knowledge about reading . Journal of Educational Psychology , 70 : 680 – 690 .
   Web of Science ®Google Scholar
• Nelson , T. 1996 . Consciousness and metacognition . American Psychologist , 51 : 102 – 116 .
   Web of Science ®Google Scholar
• Paris , S. 2002 . “ When is metacognition helpful, debilitating, or benign? ” . In Metacognition: Process, function, and use , Edited by: Chambres , P. , Izaute , M. and Marescaux , P. 105 – 121 . Norwell, MA : Kluwer Academic Publishers .
   Google Scholar
• Paris , S. and Flukes , J. 2005 . “ Assessing children's metacognition about strategic reading ” . In Metacognition in literacy learning: Theory, assessment, instruction, and professional development , Edited by: Israel , S. E. , Block , C. C. , Bauserman , K. L. and Kinnucan-Welsch , K. 121 – 139 . Mahwah, NJ : Lawrence Erlbaum Associates .
   Google Scholar
• Paris , S. and Jacobs , J. 1984 . The benefits of informed instruction for children's reading awareness and comprehension skills . Child Development , 55 : 2083 – 2093 .
   Web of Science ®Google Scholar
• Paris , A. H. and Paris , S. G. 2001 . Children's comprehension of narrative picture books , CIERA Report . (ERIC Document Reproduction Service No. 452515)
   Google Scholar
• Peirce , C. 1981 . “ Review of Nichols “A treatise on cosmology.” . In Meaning and action: A critical history of pragmatism , Edited by: Thayer , H. S. 493 – 495 . Indianapolis, IN : Hackett Publishing. Original work published in The Monist, XV (1905) .
   Google Scholar
• Pintrich , P. , Wolters , C. and Baxter , G. 2000 . “ Assessing metacognition and self-regulated learning ” . In Issues in the measurement of metacognition , Edited by: Schraw , G. and Impara , J.C. 43 – 97 . Lincoln, NE : Buros Institute of Mental Measurements .
   Google Scholar
• Pressley , M. 1994 . Embracing the complexity of individual differences in cognition: Studying good information processing and how it might develop . Learning and Individual Differences , 6 ( 3 ) : 259 – 284 .
   Web of Science ®Google Scholar
• Pressley , M. 2002a . “ Metacognition and self-regulated comprehension ” . In What research has to say about reading instruction , 3rd , Edited by: Farstrup , A. and Samuels , S. J. 291 – 309 . Newark, DE : International Reading Association .
   Google Scholar
• Pressley , M. 2002b . Effective beginning reading instruction . Journal of Literacy Research , 34 ( 2 ) : 165 – 188 .
   Web of Science ®Google Scholar
• Pressley , M. and Afflerbach , P. 1995 . Verbal protocols of reading: The nature of constructively responsive reading , Mahwah, NJ : LEA .
   Google Scholar
• Pressley , M. and Ghatala , E. 1990 . Self-regulated learning: Monitoring learning from text . Educational Psychologist , 25 : 19 – 33 .
   Web of Science ®Google Scholar
• Pressley , M. , Borkowski , J. and Schneider , W. 1987 . Cognitive strategies: Good strategy users coordinate metacognition and knowledge . Annals of Child Development , 4 : 89 – 129 .
   Google Scholar
• Schreiber , F. J. 2005 . “ Metacogntion and self-regulating in literacy ” . In Metacognition in literacy learning: Theory, assessment, instruction, and professional development , Edited by: Israel , S. E. , Block , C. C. , Bauserman , K. L. and Kinnucan-Welsch , K. 215 – 239 . Mahwah, NJ : Lawrence Erlbaum Associates .
   Google Scholar
• Schunk , D. 2001 . “ Social cognitive theory and self-regulated learning ” . In Self-regulated learning and academic achievement , 2nd , Edited by: Zimmerman , B. J. and Schunk , D. H. 125 – 151 . Mahwah, NJ : LEA .
   Google Scholar
• Skagestad , P. 2004 . “ Peirce's semeiotic model of the mind ” . In The Cambridge companion to Peirce , Edited by: Misak , C. 241 – 256 . New York : Cambridge University Press .
   Google Scholar
• Siegler , R. S. 1996 . Emerging minds: The process of change in children's thinking , New York : Oxford University Press .
   Google Scholar
• Siegler , R. S. 1988 . Individual differences in strategy choices: Good students, not-so-good students, and perfectionists . Child Development , 59 : 833 – 851 .
   PubMed Web of Science ®Google Scholar
• Siegler , R. S. 1998 . Children's thinking , 3rd , Upper Saddle River, NJ : Prentice Hall .
   Google Scholar
• Stahl , S. and Hiebert , E. 2005 . “ The “word factors”: A problem for reading comprehension assessment ” . In Children's reading comprehension and assessment , Edited by: Paris , S. and Stahl , S. 161 – 186 . Mahwah, NJ : Lawrence Erlbaum Associates .
   Google Scholar
• Sulzby , E. 1985 . Children's emergent reading of favorite storybooks: A developmental study . Reading Research Quarterly , 20 : 458 – 481 .
   Web of Science ®Google Scholar
• Thorndike , R. 1972 . Reading as reasoning . Reading Research Quarterly , 9 : 135 – 147 .
   Web of Science ®Google Scholar
• Vygotsky , L. S. 1962 . Thought and language , Cambridge, MA : M.I.T. Press .
   Google Scholar
• Vygotsky , L. S. 1978 . Mind in society: The development of higher psychological process , Cambridge, MA : Harvard University Press .
   Google Scholar
• Wade , S. 1990 . Using think alouds to assess comprehension . The Reading Teacher , 43 : 442 – 451 .
   Web of Science ®Google Scholar
• Wellman , H. M. 1990 . The child's theory of mind , Cambridge, MA : Bradford .
   Google Scholar
• Wellman , H. M. 2002 . “ Understanding the psychological world: Developing a theory of mind ” . In Blackwell handbook of childhood cognitive development , Edited by: Goswami , U. 167 – 187 . Malden, MA : Blackwell .
   Google Scholar
• Wells , G. 1986 . The meaning makers: Children learning language and using language to learn , London : Hodder & Stoughon .
   Google Scholar
• Zimmerman , B. J. 2001 . “ Theories of self-regulated learning and academic achievement: An overview and analysis ” . In Self-regulated learning and academic achievement , 2nd , Edited by: Zimmerman , B. J. and Schunk , D. H. 1 – 37 . Mahwah, NJ : LEA .
   Google Scholar