ABSTRACT
This chapter discusses Self-Regulated Learning (SRL) as it is applied to reading comprehension. The goals of the chapter include: (a) establishing a defi nition of SRL, (b) presenting and challenging research supporting SRL in disciplines outside of reading as well as within the reading fi eld, (c) describing and evaluating instructional approaches that have been associated with SRL within the reading fi eld, and (d) reviewing the contributions of and work yet to be done in the fi eld of SRL as applied to reading. This chapter poses questions regarding SRL as a way to challenge the status quo of research. Questions that the fi eld of reading must address include how will we defi ne SRL within the fi eld of reading, what counts as evidence of SRL, how do we evaluate SRL, and fi nally, how do we implement SRL into reading classroom contexts.
