Effects of reading strategy Instruction in secondary education - a review of intervention studies.

Abstract

The present article will review six intervention studies designed to establish the effects of reading strategy instruction in the native language in regular secondary education. The aim of the review is to identify characteristics of reading strategy instruction programmes likely to determine the effectiveness of such programmes with this target group. A model is used in which the following features are distinguished: strategic reading activities included in the instructional programme, components of the instructional programme (orientation/explanation, practice/application, awareness-raising activities) and effects (on knowledge about strategies, command of strategic reading activity, and/or reading comprehension). The results of this review tend to support the notion that — if the aim is to achieve positive effects on standardised reading comprehension tests — awareness-raising activities, in combination with orientation/explanation about reading strategies and practice in the execution of strategic reading activities, could be a crucial element in reading strategy instruction in regular secondary education.