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Embedding Self-Regulation Into Reading Interventions to Support Reading and Behavior Outcomes.
Garrett J Roberts1, Michael Solis2, Becky Chance1
1Department of Teaching and Learning Sciences, University of Denver, Denver, CO.
Teaching Exceptional Children
|October 26, 2020
Summary
This study explores integrating self-regulation strategies into reading interventions for elementary students. The goal is to improve both reading skills and classroom behavior, addressing common challenges in small-group settings.
Area of Science:
- Educational Psychology
- Special Education
- Applied Behavior Analysis
Background:
- Fifth-grade students in intensive reading interventions exhibited insufficient reading gains.
- Problem behaviors, such as off-task conduct and disruptions, were observed during reading instruction.
- A strong link exists between reading proficiency and student behavior.
Purpose of the Study:
- To investigate the efficacy of self-regulation strategies in improving reading skills.
- To determine how self-regulation strategies can enhance student behavior during reading interventions.
- To inform the development of integrated reading and behavior support for struggling learners.
Main Methods:
- Literature review on available self-regulation strategies.
- Collaboration between reading and behavior specialists.
- Focus on intensive small-group reading interventions.
Main Results:
- Self-regulation strategies show potential for improving reading outcomes.
- Incorporating self-regulation can increase appropriate behaviors during instruction.
- Research is needed to identify specific strategies for dual support.
Conclusions:
- Self-regulation is a key factor in addressing both reading and behavioral challenges.
- Collaborative, integrated interventions are promising for student success.
- Further research is required to develop and validate specific self-regulation techniques for this population.
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