Abstract
Primary school students have difficulties with text comprehension, and therefore support from teachers via proper language teaching strategies is needed. The aim of the study was to determine the impact of language teaching strategies on students’ reading outcomes and reading interest. In the current paper, two reading outcomes – vocabulary knowledge and understanding text – and students’ interest in reading were considered. In the study, 220 Estonian-speaking primary school students and their native language teachers (N = 12) from 12 schools participated. The results revealed that interest in reading, vocabulary knowledge and text comprehension were positively correlated. Path analysis indicated that the strategy of developing reading interest had the strongest impact on both reading outcomes and students’ reading interest. In addition, the strategy of developing vocabulary had a positive effect on students’ vocabulary knowledge. Surprisingly, the strategies of teaching text comprehension and teaching grammar rules had negative effects on students’ reading outcomes and reading interest. The findings emphasise the importance of proper usage of teaching strategies in primary school language lessons.
Highlights
An important goal of primary education is the development of text comprehension among students
The results showed that the strategy of developing reading interest had the strongest positive impact on all students’ reading outcomes and interest in reading
Negative impacts were identified between the strategy of teaching text comprehension and all students’ reading outcomes and interest in reading
Summary
An important goal of primary education is the development of text comprehension among students. Speaking, reading has two fundamental qualities, one of which is known as reading outcomes, which includes vocabulary knowledge and understanding the meaning of text. Skilful students may be able to read, without will, their academic progress might be limited, making it very difficult to become an effective reader in the long term (Cambria & Guthrie, 2010; Guthrie, Klauda, & Ho, 2013). There is evidence that certain teacher strategies may hinder students’ reading interest (Lerkkanen et al, 2012). The main problem lies in the fact that it is not fully understood what kinds of teaching strategies will most effectively improve students’ reading outcomes and interest in reading
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
