Autoregulace procesu čtenářského rozvoje žáků na 1. stupni základní školy

This study examines differences in self-regulated reading comprehension skills of primary school pupils. Participants include 234 pupils from the Czech Republic. Self-reported data are related to three selfregulated learning factors (level of cognitive and metacognitive skills and motivation) were collected from 3rd and 4th graders at 10 primary schools. Analyses indicated that high achieving readers were more likely to use cognitive strategies and metacognitive skills than low achievers. These results strengthen the evidence that applying cognitive and metacognitive skills to elementary reading instruction could be useful.