PL EN


2009 | 4 | 74-91
Article title

Autoregulace procesu čtenářského rozvoje žáků na 1. stupni základní školy

Content
Title variants
EN
Process self-regulation of reader´s development of primary school pupils
Languages of publication
CS
Abstracts
EN
This study examines differences in self-regulated reading comprehension skills of primary school pupils. Participants include 234 pupils from the Czech Republic. Self-reported data are related to three selfregulated learning factors (level of cognitive and metacognitive skills and motivation) were collected from 3rd and 4th graders at 10 primary schools. Analyses indicated that high achieving readers were more likely to use cognitive strategies and metacognitive skills than low achievers. These results strengthen the evidence that applying cognitive and metacognitive skills to elementary reading instruction could be useful.
Year
Issue
4
Pages
74-91
Physical description
Contributors
  • Redakce časopisu Pedagogická orientace, Doc. PhDr. Tomáš Janík, Ph.D., M.Ed., Institut výzkumu školního vzdělávání PdF MU, Poříčí 31, 603 00 Brno, Czech Republic
References
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.desklight-01ea442f-4a4e-447a-8de7-2717b9e6d717
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