Reading and Self-Regulated Learning. Pedagogical Underpinnings

Masters Thesis from the year 2019 in the subject Education - Reading Instruction, grade: Excellent, course: Educational Linguistics, language: English, abstract: Literacy is crucial for human life; it is the means whereby people can communicate and exchange information in different fields. A literate community is a dynamic community in which people have access to share knowledge, communicate effectively and indulge in different aspects of social dialogue. This way it is significant to learn the basic form of literacy, i.e. reading. Reading, in this concern, is vital for engaging in the worldwide society of literacy and knowledge. That is why governments all over the world exert much effort on reading and literacy programs. For instance, Zimmerman (2012) pointed that poor reading skills or failure to keep on reading lead to failure in any academic pursuit. Furthermore, reading is unlimited to just alphabet learning or passing exams at school level, but it has to do with ones daily needs. Such needs may range from simply reading a telephone number or scanning a sign for an important address to reading textbooks at college level. Nevertheless, the domain of teaching reading still witnesses a wide range of problems that may range from text-related issues (such as readability), to teaching methods and students readiness and motivation for reading. Irujo (2016, 6) indicated that reading comprehension instruction for English language learners (ELLs) needs to be modified to address their needs.‖ Additionally, August and Shanahan (2006) indicated that instruction in the key components of reading is necessary, but not sufficient. That is to say, teaching reading has to be more student-centered, taking into consideration students different reading abilities and interests, comprehension and individual abilities.