Exploring the relationship between reading proficiency and self-regulated learning strategies: A systematic review

It is well established that self-regulated learning (SRL) significantly impacts students' learning outcomes and is key to improving reading skills. While many studies have investigated the application of SRL strategies in reading comprehension and the association between reading proficiency and SRL strategies, no prior effort has been made to systematically synthesize the measurement tools and methods. To address this gap, we conducted a systematic search of related articles published in three databases: Web of Science, Scopus, and Education Resources Information Center over the past decade (2014–2024). The filtering stage, guided by the inclusion and exclusion criteria, yielded 22 articles. Results affirm that questionnaires and reading comprehension tests are the most commonly employed tools to assess learners' reading proficiency and SRL strategies, with other instruments being less frequently utilized. Additionally, most studies use mixed-methods approaches, with structural equation modeling and regression analysis being the most prevalent techniques for examining the relationship between the two variables and to identify any mediating factors. SRL strategies generally have a positively significant relationship with learners' reading proficiency; thus, appropriate measures should be taken to improve students’ reading self-regulation at all educational levels to enhance their reading ability. Research findings highlight the need for further experimental and longitudinal research to monitor the progression of SRL among learners. Trace methodologies, such as log-file data, eye-tracking data, physiological measurements, video recordings, and self-reported assessments of learning processes, can be employed to that end. In terms of practical implications, intervention programs can be introduced to encourage self-regulation. Additionally, technology can also contribute to assisting students in their SRL.