Article published In:
Australian Review of Applied LinguisticsVol. 21:1 (1998) ► pp.1–20
Can reading strategies be successfully taught?
The purpose of this article is to examine whether and how reading strategies can be successfully taught in second or foreign language reading instruction. A number of researchers agree that it is important for second or foreign language readers to become ‘strategic’ readers. Yet, there is disagreement among these same researchers as to how to accomplish this goal. Part of the problem is that there are no inherently ‘good’ or ‘bad’ reading strategies. What is a good strategy in one situation for one reader, may be a bad strategy in a different situation or for a different reader. Successful and unsuccessful strategy use is apparently context and text dependent. In this article I present a comprehensive survey of the research which has been done on reading strategy training, and confront the critical issue of how to make reading strategy instruction appropriately text and context sensitive rather than the mindless teaching of lists of strategies.
References (36)
Baumann, J. F. (1984) The effectiveness of a direct instruction paradigm for teaching main idea comprehension. Reading Research Quarterly 201:93-115. 
Hare, V. C, and K. M. Borchardt (1984) Direct instruction in summarization skills. Reading Research Quarterly 201:62-78.
Meyer, B. J. F. (1977a). What is remembered from prose: A function of passage structure. In R. O. Freedle (ed.) Discourse production and comprehension. Norwood, NJ, Ablex.
(1977b). Organization of prose and memory: Research with application to reading comprehension. In P. D. Pearson (ed.) Reading: Theory, research and practice. Clemson, SC, National Reading Conference.
(1977c). The structure of prose: Effects on learning and memory and implications for educational practice. In R. C. Anderson, R. J. Spiro, & W. E. Montague (eds.) Schooling and the acquisition of knowledge. Hillsdale, NJ, Erlbaum.
Myers, I. B., and N. H. McCaulley (1985). Manual: A guide to the development and use of the Myers-Briggs Type Indicator. Palo Alto, CA, Consulting Psychologists Press.
Robinson, R. P. (1941). Effective study. New York, Harper and Row.
Anderson, N. J. (1991). Individual differences in strategy use in second language reading and testing. Modern Language Journal 751:460-472.
Auerbach, E. R. and D. Paxton (1997) ‘It’s not the English Thing:’ Bringing reading research into the ESL classroom. TESOL Quarterly 311:237-261.
Baker, L. and A. L. Brown (1984) Metacognitive skills and reading. In P. D. Pearson (ed.) Handbook of reading research. New York, Longman.
Block, E. (1986) The comprehension strategies of second language readers. TESOL Quarterly 201:463-494.
Carrell, L. (1985) Facilitating ESL reading by teaching text structure. TESOL Quarterly 191:727-752.
(1989) Metacognitive awareness and second language reading. Modern Language Journal 731:120-134.
(1991) Strategic reading. In J. E. Alatis (ed.) Georgetown University Round Table on Languages and Linguistics 1991: Linguistics and language pedagogy: The state of the art. Washington, DC, Georgetown University Press.
(1992) Awareness of text structure: Effects on recall. Language Learning 421:1-20.
Carrell, L., B. G. Pharis and J. C. Liberto (1989) Metacognitive strategy training for ESL reading. TESOL Quarterly 231:647-678.
Devine, J. (1984) ESL readers’ internalized models of the reading process. In J. Handscombe, R. Orem and B. P. Taylor (eds) On TESOL ‘83. Washington, DC, TESOL.
Flavell, J.H. (1978) Metacognitive development. In J. M. Scandura and C. J. Brainerd (eds.) Structural/process theories of complex human behaviour. The Netherlands, Sijthoff and Noordhoff.
Hamp-Lyons, L. (1985) Two approaches to teaching reading: A classroom-based study. Reading in a Foreign Language 31:363-373.
Hauptman, C. (1979) A comparison of first and second language reading strategies among English-speaking university students. Interlanguage Studies Bulletin 41:173-201.
Hosenfeld, C. (1977) A preliminary investigation of the reading strategies of successful and nonsuccessful second language learners. System 51:110-123.
Jimenez, R. T. (1997) The strategic reading abilities and potential of five low-literacy Latina/o readers in middle school. Reading Research Quarterly 321:224-243.
Kern, R. G. (1989) Second language reading strategy instruction: Its effects on comprehension and word inference ability. Modern Language Journal 731:135-149.
(1997) L2 reading strategy training: A critical perspective. Paper presented at the AAAL Conference, Orlando, Florida, March 10 1997.
Knight, S. L., Padron, Y. N. and Waxman, H. C. (1985) The cognitive reading strategies of ESL students. TESOL Quarterly 191:789-792.
O’Malley, J. M., A. U. Chamot, G. Stewner-Mazanares, R. Russo and L. Kupper (1985) Learning strategies applications with students of English as a second language. TESOL Quarterly 191:285-296.
Paris, S. G., B. A. Wasik and J. C. Turner (1991) The development of strategic readers. In R. Barr, M. L. Kamil, B. Mosenthal and P. D. Pearson (eds.) Handbook of reading research Vol. 21. New York, Longman.
Paris, S. G., D. R. Cross and M. Y. Lipson (1984) Informed strategies for learning: A program to improve children’s reading awareness and comprehension. Journal of Educational Psychology 61:1239-1252.
Paris, S. G., M. Y. Lipson and K. K. Wixson (1983) Becoming a strategic reader. Contemporary Educational Psychology 81:293-316.
Pressley, M. and P. Afflerbach (1995) Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale, NJ, Erlbaum.
Pressley, M.>, B. Snyder and B. Cariglia-Bull (1987) How can good strategy use be taught to children? Evaluation of six alternative approaches. In S. Cormier and J. Hagman (eds.) Transfer of learning: Contemporary research and application. Orlando, FL, Academic Press.
Raymond, M. (1993) The effects of structure strategy training on the recall of expository prose for university students reading French as a second language. Modern Language Journal 771:445-458.
Roehler, L. R. and G. G. Duffy (1984) Direct explanation of comprehension processes. In G. G. Duffy, L. R. Roehler and J. Mason (eds.) Comprehension instruction: Perspectives and suggestions. New York, Longman.
Sarig, G. (1987) High-level reading in the first and in the foreign language: Some comparative process data. In J. Devine, L. Carrell and D. E. Eskey (eds.) Research in reading in English as a second language. Washington, DC, TESOL.
Sarig, G. and Folman, S. (1987) Metacognitive awareness and theoretical knowledge in coherence production. Paper presented at the Communication and Cognition International Congress, Ghent, Beglium.
Winograd, P. and V. C. Hare (1988) Direct instruction of reading comprehension strategies: The nature of teacher explanation. In C. E. Weinstein, E. T. Goetz and P. A. Alexander (eds.) Learning and study strategies: Issues in assessment instruction and evaluation. San Diego, Academic Press.
Cited by (55)
Cited by 55 other publications
Kim, Rakhun
2024. Effects of ChatGPT on Korean EFL Learners’ Main-Idea Reading
Comprehension via Top-Down Processing . Lanaguage Research 60:1 ► pp. 83 ff. 
Lin, Jia, Gengsong Gao & Ting Huang
2024. Top-down Chinese as a second language reading strategies. Chinese as a Second Language Research 13:1 ► pp. 1 ff.
Alamer, Abdullah & Ahmad Alsagoafi
2023. Construct validation of the revised Metacognitive Awareness of Reading Strategies Inventory (MARSI-R) and its relation to learning effort and reading achievement. Studies in Second Language Learning and Teaching 13:1 ► pp. 125 ff.
Huseynova, Farida
2023. Assessment of Students’ Reading Comprehension Skills in Teaching English. In Teacher Training and Practice,
Kalkavan-Aydın, Zeynep & Dominique Rauch
2023. Phonologische Bewusstheit als eine Facette von Sprachbewusstheit und deren Bedeutung für das Lesen. In Sprachbewusstheit, ► pp. 115 ff.
Novita, Dewi, Fuad Abdul Hamid & Didi Sukyadi
2023. Utilizing Metacognitive Strategies with Culturally Familiar Text in Improving Reading Comprehension of EFL Pre-service Teachers. In Proceedings of the 20th AsiaTEFL-68th TEFLIN-5th iNELTAL Conference (ASIATEFL 2022) [Advances in Social Science, Education and Humanities Research, 749], ► pp. 105 ff.
Tante, Achu Charles & Enanga Marie Sass
2023. USE OF HIGHLIGHTING STRATEGIES IN READING COMPREHENSION AND EFFECTS ON ATTAINMENT IN SELECTED READING SKILLS . Innovare Journal of Education ► pp. 20 ff.
Uçak, Gamze & Günizi Kartal
2023. Scaffolding design to increase reading comprehension for learners of English through online strategy training. E-Learning and Digital Media 20:4 ► pp. 402 ff.
Yurttaş Kumlu, Gülfem Dilek & Nejla Yürük
2023. Investigation of cognitive and metacognitive strategies used by preservice science teachers exposed to explicit and peer tutoring reading strategies instruction. International Journal of Contemporary Educational Research 10:1 ► pp. 1 ff.
Akhmetova, Aigul, Gaysha Imambayeva & Benő Csapó
2022. Reading Strategies and Reading Achievement in Middle School: Kazakhstani Young Learners. Sage Open 12:3
Al-Amrani, Said Nasser
2022. Learning strategies used by EFL learners for print and digital reading: Critical review. SSRN Electronic Journal
Ghavamnia, Maedeh & Zohreh Kashkouli
2022. Motivation, Engagement, Strategy Use, and L2 Reading Proficiency in Iranian EFL Learners: An Investigation of Relations and Predictability. Reading Psychology 43:7 ► pp. 423 ff.
Berenji, Sepideh & Enrique Palou
2021. Enhancing Metacognitive Scaffolding and Comprehension Ability through Problem-Based Learning in an EFL Context. Education Research International 2021 ► pp. 1 ff.
Nguyen, Chi Hong & Vy Trieu Phung
2021. The Relationships between Metacognition and Reading Strategies: The Case of English-Majored Students at a Private University in Vietnam. European Journal of Educational Research volume-10-2021:volume-10-issue-3-july-2021 ► pp. 1561 ff.
FIRAT, Tahsin & Cevriye ERGÜL
2020. 3D Strateji Öğretiminin Öğrenme Güçlüğü Olan Öğrencilerin Bilişsel ve Üstbilişsel Stratejileri Kazanmalarına Etkisi. Kastamonu Eğitim Dergisi 28:3 ► pp. 1390 ff.
Kertaeva, Z.
2020. Didactic and Practical Value of Metacognitive Skills in EL Classrooms. Bulletin of Science and Practice 6:6 ► pp. 269 ff.
SÖNMEZ GENÇ, Nurcihan & Çiğdem ÜNAL
2020. Training von Lesestrategien im deutschsprachigen Literaturseminar. Selçuk Üniversitesi Edebiyat Fakültesi Dergisi 0:43 ► pp. 301 ff.
Ghavamnia, Maedeh
2019. Improving Iranian Graduate Students’ Performance in Reading Scientific Articles in English Through Explicit Strategy Instruction. Reading Psychology 40:7 ► pp. 612 ff.
Lopera Medina, Sergio Alonso
2019. Effects of Reading Strategy and Dictionary Instruction in an Undergraduate Foreign Language Reading Comprehension Group. Folios :50 ► pp. 127 ff.
Reza Khorasani & Seyed Mohsen Mirhosseini Chahardeh
2018. The Effect of Pre-teaching New Vocabulary Items via Audio-Visuals on Iranian EFL Learners’ Reading Comprehension Ability. International Journal of Research in English Education 3:1 ► pp. 19 ff.
Ruiz de Zarobe, Yolanda & Victoria Zenotz
2018. Learning strategies in CLIL classrooms: how does strategy instruction affect reading competence over time?. International Journal of Bilingual Education and Bilingualism 21:3 ► pp. 319 ff.
Bond, Melissa
2017. The Text-Based Approach in the German as Foreign Language Secondary Classroom. In Text-Based Research and Teaching, ► pp. 193 ff.
Ghahari, Shima & Fakhri Ebrahimi
2017. An intensive strategies-based program: insights for literacy and socio-emotional growth of college-level students. Asian-Pacific Journal of Second and Foreign Language Education 2:1
Gómez González, Juan David
2017. A Model for the Strategic Use of Metacognitive Reading Comprehension Strategies. PROFILE Issues in Teachers' Professional Development 19:2 ► pp. 187 ff.
Lin, Jia
2017. Language learning strategy and language learning achievement. Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 52:2 ► pp. 148 ff.
Lin, Jia
2019. Factors Related to EFL/ESL Learners’ Reading Strategy Use: A Literature Review. Chinese Journal of Applied Linguistics 42:1 ► pp. 92 ff.
Rastegar, Mina, Ehsan Mehrabi Kermani & Massoud Khabir
2017. The Relationship between Metacognitive Reading Strategies Use and Reading Comprehension Achievement of EFL Learners. Open Journal of Modern Linguistics 07:02 ► pp. 65 ff.
Rostami Abusaeedi, Ali Asghar & Massoud Khabir
2017. EFL Learners’ Metacognitive Reading Strategies Preferences in Relation with Their Perfectionism Regarding Gender. Open Journal of Modern Linguistics 07:02 ► pp. 108 ff.
Rouyan, Nurazan Mohmad, Ismaiel Hassanein, Ismail Sheikh Ahmad & Kaseh Abu Bakar
2017. Exploring Problems Experienced by Malay Learners of Arabic in Reading: Implications for Strategic Instruction. International Journal of Academic Research in Progressive Education and Development 6:3
Jang, Eunice Eunhee
2016. Cognitive Aspects of Language Assessment. In Language Testing and Assessment, ► pp. 1 ff.
Jang, Eunice Eunhee
2017. Cognitive Aspects of Language Assessment. In Language Testing and Assessment, ► pp. 163 ff.
Manoli, Polyxeni, Maria Papadopoulou & Panagiota Metallidou
2016. Investigating the immediate and delayed effects of multiple-reading strategy instruction in primary EFL classrooms. System 56 ► pp. 54 ff.
Ronková, Jolana & Radka Wildová
2016. Reading Strategies Activated in Experimental Research. Procedia - Social and Behavioral Sciences 217 ► pp. 363 ff.
Amaya Buelvas, Argemiro José
2015. Metacognitive Based-Instructional Theory Proposal into a Writing- Down Protocol to Measure Learners’ Paraphrasing Sub-category Beyond a Multiple-Choice Format. Actualidades Pedagógicas :66 ► pp. 127 ff.
Aukerman, Maren, Rachel Brown, Kouider Mokhtari, Sheila Valencia & Annemarie Palincsar
2015. Examining the Relative Contributions of Content Knowledge and Strategic Processing to Comprehension. Literacy Research: Theory, Method, and Practice 64:1 ► pp. 73 ff.
De Silva, Radhika
2015. Writing strategy instruction: Its impact on writing in a second language for academic purposes. Language Teaching Research 19:3 ► pp. 301 ff.
Dabarera, Carol, Willy A. Renandya & Lawrence Jun Zhang
2014. The impact of metacognitive scaffolding and monitoring on reading comprehension. System 42 ► pp. 462 ff.
Lopera Medina, Sergio
2014. Motivation Conditions in a Foreign Language Reading Comprehension Course Offering Both a Web-Based Modality and a Face-to-Face Modality. PROFILE Issues in Teachers' Professional Development 16:1 ► pp. 89 ff.
Zafarani, Pardis & Sajad Kabgani
2014. Summarization Strategy Training and Reading Comprehension of Iranian ESP Learners. Procedia - Social and Behavioral Sciences 98 ► pp. 1959 ff.
Kazemi, Mahmood, Mohsen Hosseini & Mohammadreza Kohandani
2013. Strategic Reading Instruction in EFL Contexts. Theory and Practice in Language Studies 3:12
Zenotz, Victoria
2012. Awareness development for online reading. Language Awareness 21:1-2 ► pp. 85 ff.
Baleghizadeh, Sasan & Amir Hossein Rahimi
2011. The Relationship among Listening Performance, Metacognitive Strategy Use and Motivation from a Self-determination Theory Perspective. Theory and Practice in Language Studies 1:1
Mebarki, Zahia
2011. Factors Underlying the Reading Performance of Algerian Microbiology Students. Procedia - Social and Behavioral Sciences 29 ► pp. 1759 ff.
Plonsky, Luke
2011. The Effectiveness of Second Language Strategy Instruction: A Meta‐analysis. Language Learning 61:4 ► pp. 993 ff.
McElvain, Cheryl Marie
2010. Transactional literature circles and the reading comprehension of English learners in the mainstream classroom. Journal of Research in Reading 33:2 ► pp. 178 ff.
Phakiti, Aek
2008. Construct validation of Bachman and Palmer's (1996) strategic competence model over time in EFL reading tests. Language Testing 25:2 ► pp. 237 ff.
Zhang, Lawrence Jun
2008. Constructivist pedagogy in strategic reading instruction: exploring pathways to learner development in the English as a second language (ESL) classroom. Instructional Science 36:2 ► pp. 89 ff.
Rubin, Joan
2005. The Expert Language Learner: a Review of Good Language Learner Studies and Learner Strategies. In Expertise in Second Language Learning and Teaching, ► pp. 37 ff.
Baker, William & Kamonpan Boonkit
2004. Learning Strategies in Reading and Writing: EAP Contexts. RELC Journal 35:3 ► pp. 299 ff.
Dreyer, Carisma & Charl Nel
2003. Teaching reading strategies and reading comprehension within a technology-enhanced learning environment. System 31:3 ► pp. 349 ff.
Ghaith, Ghazi M. & Samar A. Harkouss
2003. Role of Text Structure Awareness in the Recall of Expository Discourse. Foreign Language Annals 36:1 ► pp. 86 ff.
Graham, Suzanne
2003. Learner strategies and advanced level listening comprehension. The Language Learning Journal 28:1 ► pp. 64 ff.
Cornford, Ian R.
2002. Learning-to-learn strategies as a basis for effective lifelong learning. International Journal of Lifelong Education 21:4 ► pp. 357 ff.
Bimmel, Peter E., Huub van den Bergh & Ron J. Oostdam
2001. Effects of strategy training on reading comprehension in first and foreign language. European Journal of Psychology of Education 16:4 ► pp. 509 ff.
Davies, Rosalind Lawe
This list is based on CrossRef data as of 3 november 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.