研究期間：10301~10312;Self-regulated learning has been viewed as a multidimensional process, which at least involves two major aspects: cognitive and motivational. It has been widely recognized that self-regulated learning is an important predictor of student academic performance, nevertheless, students’ self-regulated learning processes in specific domains, such as reading, remain less well understood. The primary purpose of this proposed study is to investigate the trajectory of children’s becoming of self-regulated readers, based on the self-regulated learning theories, and examine the influence of individual differences and home and school social environmental factors on children’s learning to become self-regulated readers. Additionally, the proposed study will investigate the effects of explicit instruction in self-regulated reading strategies. Participants of the study will involve approximately 60 5th grade students. For documenting children’s dynamic self-regulated learning processes during reading, the study will employ a think-aloud method to capture children’s various behaviors and thinking toward being a self-regulated reader. During this two-year study, several data collection session will be arranged to obtain information about the social support from instructional practices and parental behaviors and beliefs that might have effects on children’s developmental processes. At the end of the study, we expect to (1) gain a deeper understanding of how children become self-regulated readers; and (2) provide some implications for teachers and parents on how to create supporting environment that promote the development of self-regulated readers.
