Becoming an engaged, self-regulated reader

Theory into Practice

Volumn 41, Issue 2, 2002, Pages 102-109

  Horner, Sherri L ^a   Shwery, Craig S ^a  

^a UNIVERSITY OF MEMPHIS   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036018823     PISSN: 00405841     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15430421tip4102_6     Document Type: Article

References (31)

1. Why teachers should promote reading engagement
2. Exercise of personal and collective efficacy in changing societies
3. Using instructional time effectively
4. Cognitive apprenticeship: Making thinking visible
5. Age and gender differences in children's self- and task-perceptions during elementary school
6. Stress and reading difficulties: Teaching students self-regulating skills
7. Learning to read and write: A longitudinal study of 54 children from first through fourth grade
8. Test of a model of parental inducement of academic self-regulation
9. Becoming a strategic reader
10. Comprehension instruction
11. Motivational and self-regulating learning components of classroom academic performance
12. Skilled comprehension and its development through instruction
13. Self-efficacy and academic motivation
14. Developing self-efficacious readers and writers: The role of social and self-regulatory processes
15. Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy
16. Facilitating children's reading motivation
17. Becoming a self-regulated learner: Which are the key subprocesses?
18. Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting
19. Construct validation of a strategy model of student self-regulated learning
20. Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use