Embedding Self-Regulation Into Reading Interventions to Support Reading and Behavior Outcomes

Students with reading difficulties often have or develop co-occurring behavioral difficulties. An evidence-based method to improve reading and behavioral outcomes is to teach students to set, monitor, and reflect on goals, also known as self-regulation strategies. The aim of this article is to provide teachers with the tools to embed self-regulation strategies into their small group reading intervention lessons. To meet this aim, first, self-regulation is defined and explained. Next, guidelines for creating meaningful goals are presented followed by, procedures for how to support student self-monitoring. Last, supporting meaningful student reflection is discussed. In every step of the process, examples are provided to support teachers in the implementation process. Overall, the benefits of embedding self-regulation into small group reading interventions include an opportunity to address a variety of academic and behavioral needs that often occur with students within these small groups.