Autoregulace procesu čtenářského rozvoje žáků na 1. stupni základní školy

• Authors: Karla Hrbáčková

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.

Keywords

EN

Self-regulated learning; Cognitive; Metacognitive and motivation factors; Reading comprehension skills Primary school pupils

Discipline

• EDUCATION: EDUCATION

• Publisher: Czech Pedagogical Society
• Journal: Pedagogická orientace (Journal of the Czech Pedagogical Society)
• Year: 2009
• Issue: 4
• Pages: 74-91

Contributors

author

Karla Hrbáčková

• 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