Effects Of Reading Strategy Instruction Research Articles

Effects of Reading Strategy Instruction in English as a Second Language on Students’ Academic Reading Comprehension: A Study in Jordan

This study investigates the effects of reading strategy instruction on English reading comprehension among students in Jordan, where English is widely used in academia but often poses significant challenges for learners. Despite the recognition of English reading skills as crucial for academic success, many Jordanian students struggle with reading comprehension due to factors such as inadequate instruction and cultural differences. While the role of reading strategies in enhancing comprehension is acknowledged in educational literature, there is a lack of research focusing on the Jordanian context. This study aims to bridge this gap by exploring specific reading strategies that can be implemented, the methods of instruction, and the potential impact on students' academic performance. By providing actionable insights for educators, policymakers, and stakeholders, this research contributes to the enhancement of English reading comprehension skills in Jordan, offering a nuanced understanding that could lead to significant improvements in English language teaching and learning in the region.

Differential effects of a reading strategy intervention program for migrant children in migrant schools in China

BackgroundThere are over 14 million migrant children in the compulsory education system in China and the number has been increasing rapidly. However, the quality of education in schools for migrant children is often poor. Meanwhile, numerous studies indicated the importance of reading skills developed by the end of third grade. Few studies, however, have investigated the early reading development of migrant children in migrant schools in China. In the current study, we examined, with a randomized control trial design, the effects of reading strategy instruction via teacher professional development for migrant children in migrant schools.MethodA total of 1,679 students from 47 third-grade classes in 13 migrant schools for migrant children in Beijing, China, participated in the study. The intervention was composed of teacher professional development on reading strategy. Students in both treatment and control conditions received books for independent reading.ResultsThe program resulted in a higher overall reading performance for students in the treatment classes than those in the control classes, with the difference larger in inferential comprehension and for students who did not live in Beijing before starting elementary school (which we speculate captures the degree of family mobility and the rural–urban gap in the access to educational resources).ConclusionThe results suggest that a reading strategy instruction via teacher professional development may promote the reading development of migrant children in migrant schools in China.

AN ACTION RESEARCH ON IMPROVING READING PERFORMANCE OF NON-ENGLISH MAJORED FRESHMEN AT FPT UNIVERSITY, HO CHI MINH CITY, VIETNAM / NGHIÊN CỨU HOẠT ĐỘNG HỌC TẬP TRONG LỚP VỀ VIỆC NÂNG CAO HIỆU QUẢ ĐỌC HIỂU CỦA SINH VIÊN NĂM THỨ NHẤT KHÔNG CHUYÊN NGỮ TIẾNG ANH TẠI TRƯỜNG ĐẠI HỌC FPT, THÀNH PHỐ HỒ CHÍ MINH, VIỆTNAM

A mixed-methods design (Creswell & Creswell, 2018) was adopted in this action research to examine the effects of reading strategy instruction with four reading strategies - previewing the text, predictions, text-structure awareness, inferencing - on reading performance of non-English majored freshmen in English preparation classes of a private university in Vietnam. Thirty-six students in pre-intermediate English proficiency level participated in the study. Over six weeks, these students received the four reading strategies instruction explicitly in accordance with CALLA model. Via the explanatory sequential design, a type of mixed methods research involves two-phase data collection (Creswell & Creswell, 2018). The results of the pre-post-tests and 11 closed-ended response items in the paper-based questionnaire were analyzed quantitatively while 6 interviews were analyzed qualitatively to provide further explanations of the quantitative results. The study has found that four reading strategies might serve as techniques to improve reading comprehension then result in better reading performance, reading speed and higher frequency of reading strategies use.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0561/a.php" alt="Hit counter" /></p>

Effects of reading strategy instruction in English as a second language on students’ academic reading comprehension

The ability to read in a second language (L2) for academic purposes is essential for higher education students. Dutch colleges increasingly use materials in English or teach in English. This can be challenging for L2 readers, especially students entering higher education from vocational studies, who may have less experience with L2 academic reading. Teaching L2 reading programmes containing explicit instruction of reading strategies may benefit higher education students in L2 academic reading, particularly since reading strategies learned in the first language (L1) may not transfer to the L2. In this 7-week L2 reading strategy intervention, 801 first-year polytechnic students learned to use seven reading strategies that were effective according to a meta-analysis of L2 reading strategy studies. Data regarding students reading skills were collected over one academic year, from three treatment waves, using a regression discontinuity design. Three tests of equal difficulty were given to participants. In each wave students completed reading tests several weeks before the intervention, at the beginning and directly after the intervention. Results show that in all three waves the improvement in reading comprehension scores between the second and third measurement (due to the experimental course) significantly exceeded the increase between the first two measurement occasions. Although the intervention was shown to be effective, the effects were to some extent mediated by the previous education level. This study supports the explicit instruction of strategies in L2 reading for students in higher education and welcomes more research into L2 reading strategy interventions for students from vocational backgrounds.

The Effects of Reading Strategy Instruction Using Text Structure Recognition and Summarization on Expository Text for Middle School Students with Reading Comprehension Difficulties or Reading Comprehension Disabilities

The Effects of Reading Strategy Instruction Using Text Structure Recognition and Summarization on Expository Text for Middle School Students with Reading Comprehension Difficulties or Reading Comprehension Disabilities

Tracing the Changes in Reading Scores and Learning Style Preferences through Reading Strategy Training

This study aimed at investigating possible effects of reading strategy instruction on students’ language learning style preferences and their reading proficiency levels. A total of 62 11th grade students from three different classes (one treatment and two control groups) of a Turkish high school took part in this experimental study which lasted for eight weeks. In the scope of this study, Learning Style Survey (LSS) developed by Cohen, Oxford and Chi (2005), Survey of Reading Strategies (SORS) by Mokhtari and Sheorey (2002) and Key English Test (KET) were applied to the target groups both before and after reading strategy instruction. The data obtained from these three instruments were compared. Results demonstrated that reading strategy training may have an effect on students’ language learning style preferences, possibly leading students to be more synthesizing and field dependent.

A Meta-analysis on the Effects of Reading Strategy Instruction in Korean Reading Education.

A Meta-analysis on the Effects of Reading Strategy Instruction in Korean Reading Education.

Investigating Effects of Reading Strategy Instruction for Korean Adult EFL Students from Different Proficiency Levels

Investigating Effects of Reading Strategy Instruction for Korean Adult EFL Students from Different Proficiency Levels

L'effet de l'enseignement des stratégies de lecture sur l'usage des stratégies selon différents niveaux de réussite en lecture en FLE

The present study aimed at investigating the effects of reading strategy instruction on students’ reading strategies use according to the different levels of achievement in terms of reading comprehension in French as a foreign language. Reading strategies instruction was implemented within the framework of an action research in a preparatory class of French as a foreign language. A total of 18 students participated in the courses focusing reading strategies instruction. Before and after the intervention, think-aloud technique used in order to collect data was applied with six learners representing different levels of achievement (good, medium, low). The data was analyzed by using the approach of quantification of qualitative data. Findings indicate that learners depending on their achievement levels are influenced in different ways by reading strategies instruction.

The effects of reading strategy instruction and reading portfolios on English reading proficiency and the attitude of Korean high school students

The effects of reading strategy instruction and reading portfolios on English reading proficiency and the attitude of Korean high school students

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

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.