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The Contribution Of Self-Regulation To Reading Comprehension In Adolescent Learners, Rebecca Lynn Parker

LSU Doctoral Dissertations

The purpose of this study was to examine the dually implicated processes of language and self-regulation in reading comprehension and to determine if self-regulation contributes unique variance to reading comprehension beyond word recognition/decoding and oral language comprehension. The study also sought to determine if the unique contribution of self-regulation to reading comprehension differs for students with language/learning difficulties and students with typical language/learning histories. Thirty-two 6th, 7th, and 8th graders participated in this study. Of these participants, 17 students had language/learning difficulties and 15 students had typical language/learning histories. All participants attended a low performing public middle school located in …