Examining the Relationship between Third-, Fourth-, and Fifth-Grade Children's Use of Self-Regulated Learning and Reading Achievement in Public Elementary Schools Serving Hispanic Communities in Florida

Authors

Myung Sook Hyun, Florida International UniversityFollow

Document Type

Dissertation

Degree

Doctor of Philosophy (PhD)

Major/Program

Teaching and Learning

First Advisor's Name

Andy V. Pham

First Advisor's Committee Title

Committee Chair

Second Advisor's Name

Laura B. Dinehart

Second Advisor's Committee Title

Committee Member

Third Advisor's Name

Eric S. Dwyer

Third Advisor's Committee Title

Committee Member

Fourth Advisor's Name

Jacqueline Lynch

Fourth Advisor's Committee Title

Committee Member

Keywords

Self-Regulated Learning, reading achievement, public elementary school, third grade, fourth grade, fifth grade, ELA classroom instruction, Children's Perceived Use of Self-Regulated Learning Inventory

Date of Defense

6-23-2023

Abstract

Numerous research studies found that students who use self-regulated learning (SRL, a learning method) academically outperform those who do not, regardless of age, gender, educational level, and geographic location.

The purpose of this study was threefold: (1) to investigate the relationship between third-, fourth-, and fifth-grade children’s use of SRL and their reading achievement, as measured by i-Ready reading scores; (2) to determine whether the relationships between children’s use of SRL and reading achievement differ among subgroups (i.e., between English language learners [ELLs] and non-ELLs, and by sex); and (3) to explore whether the children’s use of SRL and their reading achievement is linked to their ELA classroom instruction.

To achieve the purpose of the study, data were collected utilizing both an online self-report children’s survey (140 children from two schools) and an online teacher focus group (five ELA teachers of the survey participants). Pearson’s correlation, hierarchical multiple linear regression, and thematic analyses were performed to answer the specific research questions.

The results of the correlational analysis showed that the i-Ready reading scores were significantly and positively associated with the children’s use of SRL (r = .17, p = .04) for the sample. although the results of the correlational analyses differ by grade.

The hierarchical multiple linear regression analyses indicated that non-ELLs with higher SRL scores were more likely to attain higher i-Ready reading scores than ELLs, indicating that English language proficiency was a moderator for the sample. The relationships between children’s use of SRL and reading achievement were not significantly different between boys and girls for the sample although the relationships differ by grade.

Thematic analysis of the teacher focus group discussion indicated that there was no direct link between ELA classroom instruction and the children’s use of SRL.

Revelations about the children’s repertoire of SRL and the findings of significant correlations between their use of SRL and i-Ready reading scores can be helpful for teachers to understand some aspects of elementary grade children’s study habits and to plan targeted instruction to help improve some of their students’ reading and learning achievement.

Identifier

FIDC011203

Recommended Citation

Hyun, Myung Sook, "Examining the Relationship between Third-, Fourth-, and Fifth-Grade Children's Use of Self-Regulated Learning and Reading Achievement in Public Elementary Schools Serving Hispanic Communities in Florida" (2023). FIU Electronic Theses and Dissertations. 5363.
https://digitalcommons.fiu.edu/etd/5363