Effectiveness of self-regulated learning strategies on reading fluency and comprehension in elementary education: systematic review

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DOI:

https://doi.org/10.33871/22386084.2026.16.11700

Keywords:

learning strategies, reading fluency, reading comprehension

Abstract

The overall objective of this study was to analyze the scientific evidence regarding the effectiveness of self-regulated learning strategies in developing reading fluency and comprehension among students in the early grades of elementary school. A systematic review of national and international studies was conducted, covering the past 10 years. The initial search identified 210 articles, and after applying the inclusion and exclusion criteria, 44 articles were eligible for the final analysis. The results showed that cognitive strategies such as underlining, drawing, summarizing, reading, and rereading are focused on reading fluency and promote the process of decoding, word recognition, accuracy, and speed. Metacognitive strategies are focused on reading comprehension and involve monitoring, evaluation, understanding, and control during reading. However, the combined use of cognitive and metacognitive strategies stands out and presents a promising path between reading fluency and comprehension when considering the reciprocal relationship between action and reflection, which can foster a more autonomous environment and yield significant gains in reading speed, accuracy, and prosody, as well as in literal, inferential, and global comprehension. It can be concluded that the systematic use of self-regulated learning strategies promotes the development of metacognitive awareness and student engagement, establishing itself as a promising approach for enhancing reading fluency and comprehension in the early school years.

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Author Biographies

Mirian Angelita dos Santos, Londrina State University (UEL)

Tenured Teacher of the Municipal Government of Londrina / PR, through a Public Examination for the position of Teacher – Early Elementary School Instruction (2015), and tenured through an examination in Basic Education, in the role of Basic Education Teaching / PEBU01 (2022). Graduated in Languages (Portuguese/English) from UNIVALE – Faculdades Integradas do Vale do Ivaí / PR (2003-2006), and in Pedagogy from Faculdade Geremário Dantas (2013-2016). In her current position as an early elementary school teacher, she seeks to promote and investigate knowledge, methodologies, and practices related to literacy and learning. Her main research interests are self-regulation, learning strategies, and the motivation of both teachers and students facing the challenges of the school context. Member of the research group Cognitivism and Education (UEL). Regular student in the Master’s Program in Education Research at the State University of Londrina, focusing on learning and human development in school contexts.

Valéria Hilário dos Santos, Londrina State University (UEL)

Teacher at the Municipal Department of Education (SME) of Ourinhos/SP, since (2019), working in the Specialized Educational Service (AEE) for Elementary School I. She holds a degree in Pedagogy (2010) and has experience in various areas of education. She interned in Early Childhood Education (2008), Elementary Education (2009), and at the Jacarezinho Association for the Rehabilitation of the Hearing Impaired and Assistance to the Visually Impaired (AJADAVI) in (2010). Her professional trajectory includes working as a Youth and Adult Literacy Teacher in the state school system of Paraná (2010), as well as teaching in the early years of Elementary School in private schools in Jacarezinho/PR (2011-2013) and in private schools in Ourinhos (2013-2015). Her main research interest is the emotional self-regulation of students and teachers in the school context. Member of the research group Cognitivism and Education (UEL). Regular student in the Master's Program in Education Research at the State University of Londrina, focusing on learning and human development in school contexts.

Paula Mariza Zedu Alliprandini, Londrina State University (UEL)

Postdoctoral researcher at the Department of Psychology of Cornell University in 1997/1998, Master's (1991) and PhD (1994) in Psychobiology from the University of São Paulo. Currently works as a Senior Professor in the Department of Education and the Graduate Program in Education at the State University of Londrina (UEL). Leader of the research group Cognitivism and Education. Her scientific production addresses the following themes: self-regulated learning, learning strategies, perception, memory, and motivation, discussing the contribution of these themes to diagnosis and intervention regarding the learning process in school contexts.

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2026-04-30

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SANTOS, Mirian Angelita dos; SANTOS, Valéria Hilário dos; ALLIPRANDINI, Paula Mariza Zedu. Effectiveness of self-regulated learning strategies on reading fluency and comprehension in elementary education: systematic review. Revista Educação e Linguagens, Campo Mourão, v. 16, p. 1–22, 2026. DOI: 10.33871/22386084.2026.16.11700. Disponível em: https://periodicos.unespar.edu.br/revistaeduclings/article/view/11700. Acesso em: 30 apr. 2026.

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Revista Educação e Linguagens, v. 16, 2026 – Jan./Dez. – Publicação contínua

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