English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Reading is conceptualized as a hierarchy of component skills where lower order emergent literacy skills set the foundation for higher order reading skills such as flue ncy and comprehension. Approximately 20% of readers struggle within this hierarchical process (Fielding, Kerr, & Rosier, 2007). Struggling readers are susceptible to the Matthe w Effe ct, a reading trajectory that sees them fall further behind their grade-level reading peers as they progress through their school grades. The pur pose of this paper is to present a model of reading that considers self-regulated learning as an important motivational factor, particularly for children at-risk for reading diffic ulties. We describe reading acquisition within the context of task understanding and perceived self-effica cy, goal sett ing, strategies and tactics, and monitoring and feedback—the self-regulated learning process (see Winne & Hadwin, 1998). ISSN 1918-5227 Pages 2- 17 Follow this and additional works at: htt p://ir.lib.uwo.ca/eei

Bridging Literacy Acquisition and Self-regulated Learning: Using a SRL Framework to Support Struggling Readers