Cover not available
Article published In:
Journal of Second Language Studies
Vol. 4:1 (2021) ► pp.154–192

Improving second language reading comprehension through reading strategies

A meta-analysis of L2 reading strategy interventions

| Utrecht University
| Utrecht University
| Utrecht University

Effective readers consciously or unconsciously use reading strategies to help them process information on what they read. All readers can benefit from reading strategy instruction but, empirical research on which strategies are effective is lacking. Less is known about reading strategy effectiveness in a second language (L2). This meta-analysis of 46 L2 reading strategy studies analysed ten reading strategies, also in combination with a range of pedagogical approaches, and found an overall mean effect size of 0.91, underscoring the benefits of multi strategy teaching. Effect sizes were calculated for each strategy, as well as the combination of strategy with approach, instructor type, intervention duration and type of test used. Some strategies were more effective than others. Also, differences in effect sizes are dependent on the approach used. Some pedagogical approaches are effective for some strategies but not with all. We recommend further research in L2 reading strategy interventions and instruction.

Keywords: L2, reading strategies, meta-analysis, intervention, education
Article outline
  • 1.Introduction
  • 2.Method
    • 2.1Search procedures, inclusion and exclusion criteria
    • 2.2Coding procedure
      • Reading strategies and descriptions
    • 2.3Calculation of effect sizes
    • 2.4Main effects analysis and moderator analysis
    • 2.5Description of studies included in the meta-analysis
  • 3.Results
    • 3.1Preliminary analysis
    • 3.2Differences in reading strategies
    • 3.3Pedagogical approaches
    • 3.4Contextual variables of teacher type and test
  • 4.Discussion
    • 4.1Limitations of this study
    • 4.2Suggestions for further research
    • 4.3Recommendations for teaching practices
  • Notes
  • References
Published online: 16 April 2021
DOI logo
https://doi.org/10.1075/jsls.19013.yap
References

References marked with an * are studies included in this meta-analysis.

*Abed, T.
(2017) The Effects of Using the Summary Strategy on Improving Birzeit University EFL Students"s Reading Comprehension. Unprublished doctoral dissertation. Birzeit University, Palenstine (2017).Google Scholar
Aghaie, R. & Zhang, L. J.
(2012) Effects of explicit instruction in cognitive and metacognitive reading strategies on Iranian EFL students reading performance and strategy transfer. Instructional Science (2012) 401: 1063. DOI logoGoogle Scholar
*Akkakoson, S.
(2013) The relationship between strategic reading instruction, student learning of L2-based reading strategies and L2 reading achievement. Journal of Research in Reading, 36(4), 422–450. DOI logoGoogle Scholar
Alderson, J. C.
(2000) Assessing reading. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
*Alenizi, M. A. K., & Alanazi, M. S.
(2016) The effectiveness of metacognitive teaching strategies to enhance elementary school pupils’ reading skills in the northern border areas of Saudi Arabia. International Journal of English Linguistics, 6(4), 213–226. DOI logoGoogle Scholar
Ali, A. M., & Razali, A. B.
(2019) A Review of Studies on Cognitive and Metacognitive Reading Strategies in Teaching Reading Comprehension for ESL/EFL Learners. English Language Teaching, 12(6), 94–111. DOI logoGoogle Scholar
Allen, S.
(2003) An analytic comparison of three models of reading strategy instruction. IRAL, 41(4), 319–338. DOI logoGoogle Scholar
*Amirabadi, Y., & Biria, R.
(2016) Cultivating critical thinking and problem solving in senior translation students reading comprehension through scaffolding and self-regulation. Journal of Global Research in Education and Social Science, 7(3), 75–93.Google Scholar
Anderson, N. J.
(2004) Metacognitive reading strategy awareness of ESL and EFL learners. The CATESOL journal, 16(1), 11–27.Google Scholar
Anderson, R. C., Reynolds, R. E., Schallert, D. L., & Goetz, E. T.
(1977) Frameworks for comprehending discourse. American Educational Research Journal, 14(4), 367–381. DOI logoGoogle Scholar
*Bagheri, S., Sheikh, S., & Aghajanzadeh, M.
(2016) The effect of using focused tasks through input flooding on reading comprehension skill of Iranian high school students. Modern Journal of Language Teaching Methods, 6(1), 115–132.Google Scholar
Berkeley, S., Bender, W. N., Gregg Peaster, L., & Saunders, L.
(2009) Implementation of response to intervention: A snapshot of progress. Journal of Learning Disabilities, 42(1), 85–95. DOI logoGoogle Scholar
Berkeley, S., Scruggs, T. E., & Mastropieri, M. A.
(2009) Reading comprehension instruction for students with learning disabilities, 1995–2006: A meta-analysis. Remedial and Special Education. 31(6). 423–436. DOI logoGoogle Scholar
Bernhardt, E. B.
(2011) Second-language reading as a case study of reading scholarship in the 20th century. Handbook of Reading Research. Vol. III1. Routledge Handbooks online (2014).Google Scholar
*Bimmel, P., Bergh, H. van den., & Oostdam, R.
(2001) Effects of strategy training on reading comprehension in first and foreign language. European Journal of Psychology of Education, 16(4), 509–529. DOI logoGoogle Scholar
Cain, K., Oakhill, J., & Bryant, P.
(2004) Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31. DOI logoGoogle Scholar
Chall, J. S., Jacobs, V. A., Baldwin, L. E., & Chall, J. S.
(2009) The reading crisis: Why poor children fall behind. Harvard University Press. DOI logoGoogle Scholar
Cho, B. Y., Afflerbach, P., & Han, H.
(2018) Strategic processing in accessing, comprehending, and using multiple sources online. Handbook of multiple source use, 133–150. Routledge. DOI logoGoogle Scholar
Chu, S. K. W., Tse, S. K., & Chow, K.
(2011) Using collaborative teaching and inquiry project-based learning to help primary school students develop information literacy and information skills. Library & Information Science Research, 33(2), 132–143. DOI logoGoogle Scholar
Cohen, D. K., & Ball, D. L.
(1990) Policy and practice: An overview. Educational Evaluation and Policy Analysis, 12(3), 233–239. DOI logoGoogle Scholar
Cohen, J.
(1992) A power primer. Psychological Bulletin, 112(1), 155–159. DOI logoGoogle Scholar
Cook, V., & Bassetti, B.
(2005) An introduction to researching second language writing systems. Second language writing systems, 1–67. DOI logoGoogle Scholar
*Cubukcu, F.
(2008) Enhancing vocabulary development and reading comprehension through metacognitive strategies. Issues in Educational Research, 18(1), 1–11.Google Scholar
*Dabarera, C., Renandya, W. A., & Zhang, L. J.
(2014) The impact of metacognitive scaffolding and monitoring on reading comprehension. System, 421, 462–473. DOI logoGoogle Scholar
Dignath, C., Buettner, G., & Langfeldt, H. P.
(2008) How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes. Review of Educational Research, 3(2), 101–129. DOI logoGoogle Scholar
*Dreyer, C., & Nel, C.
(2003) Teaching reading strategies and reading comprehension within a technology-enhanced learning environment. System, 31(3), 349–365. DOI logoGoogle Scholar
Duke, N. K., & Block, M. K.
(2012) Improving reading in the primary grades. The Future of Children, 22(2), 55–72. DOI logoGoogle Scholar
Duke, N. K., Pearson, P. D., Farstrup, A. E., & Samuels, S. J.
(2002) What research has to say about reading instruction? What research has to say about reading instruction?Google Scholar
Edmonds, M. S., Vaughn, S., Wexler, J., Reutebuch, C., Cable, A., Tackett, K. K., & Schnakenberg, J. W.
(2009) A synthesis of reading interventions and effects on reading comprehension outcomes for older struggling readers. Review of Educational Research, 79(1), 262–300. DOI logoGoogle Scholar
Elbaum, B., Vaughn, S., Hughes, M., Moody, S. W., & Schumm, J. S.
(2000) How reading outcomes of students with disabilities are related to instructional grouping formats: A meta-analytic review. Contemporary Special Education Research, 105–135. Eds. Gersten, R., Schiller, E. & Vaughn, S. Routledge.Google Scholar
Ellis, R.
(2018) Meta-analysis in second language acquisition research. A critical appraisal. Journal of Second Language Studies, 1(2), 231–253. DOI logoGoogle Scholar
Enright, M., Grabe, W., Koda, K., Mosenthal, P., Mulcahy-Ernt, P., & Schedl, M.
(2000) TOEFL 2000 reading framework. Princeton, NJ: Educational Testing Service.Google Scholar
*Fatemipour, H., & Hashemi, M.
(2016) The effect of cooperative strategies versus concept visualization on reading comprehension ability of intermediate EFL learners. Theory and Practice in Language Studies, 6(4), 686. DOI logoGoogle Scholar
Gajria, M., Jitendra, A. K., Sood, S., & Sacks, G.
(2007) Improving comprehension of expository text in students with LD: A research synthesis. Journal of learning disabilities, 40(3), 210–225. DOI logoGoogle Scholar
Gelderen, A. van., Schoonen, R., Stoel, R. D., De Glopper, K., & Hulstijn, J.
(2007) Development of adolescent reading comprehension in language 1 and language 2: A longitudinal analysis of constituent components. Journal of Educational Psychology, 99(3), 477. DOI logoGoogle Scholar
*Ghaniabadi, S., Mohammed Reza Amirian, S., Hatami Khalilabad, M., Moulavi Nafchi, A.
(2016) The Effect of Multimedia Texts Presented on Interactive Whiteboards on Iranian High School EFL Learners’ Reading Comprehension Performance. International Journal of Humanities and Cultural Studies, 3(1), 430–446.Google Scholar
Gorsuch, G., & Taguchi, E.
(2008) Repeated reading for developing reading fluency and reading comprehension: The case of EFL learners in Vietnam. System, 36(2), 253–278. DOI logoGoogle Scholar
Grabe, W., & Stoller, F. L.
(2011) Teaching and Researching Reading (2nd ed.). Harlow: Pearson Education.Google Scholar
(2020) Teaching and Researching Reading (3rd ed). Routledge.Google Scholar
Grabe, W.
(2010) Fluency in Reading-Thirty-Five Years Later. Reading in a foreign language, 22(1), 71–83.Google Scholar
*Gurk, N. K. A., & Mall-Amiri, B.
(2016) The effect of cooperative learning techniques on intermediate Iranian EFL learners’ reading comprehension and reading strategies. Journal of Studies in Education, 6(4), 33–59. DOI logoGoogle Scholar
Hall, C., Roberts, G. J., Cho, E., McCulley, L. V., Carroll, M., & Vaughn, S.
(2016) Reading instruction for English learners in the middle grades: A meta-analysis. Educational Psychology Review, 29(1), 1–32. DOI logoGoogle Scholar
Harrington, M.
(2018) L2 Word Recognition Skill and Its Measurement. Lexical Facility, 45–65. Palgrave Macmillan, DOI logoGoogle Scholar
Harvey, S. & Goudvis, A.
(2007) Strategies that work, teaching comprehension for understanding and engagement. Ontario: Pembroke Publishers Limited.Google Scholar
Hassan, F.
(2017) Metacognitive strategy awareness and reading comprehension. The English Teacher, 32(1). 16–33.Google Scholar
Hebert, M., Zhang, X., & Parrila, R.
(2018) Examining reading comprehension text and question answering time differences in university students with and without a history of reading difficulties. Annals of Dyslexia, 68(1), 15–24. DOI logoGoogle Scholar
Hedgcock, J. S., & Ferris, D. R.
(2018) Teaching readers of English: Students, Texts, and Contexts. Routledge. DOI logoGoogle Scholar
*Hind, A.
(2016) A blended learning program to improve the reading skills of the middle-stage pupils in Iraq Republic. Unpublished doctoral dissertation. Iraq: Mansoura University.Google Scholar
Hinkel, E.
(Ed.) (2011) Handbook of research in second language teaching and learning (Vol. 2). Routledge. DOI logoGoogle Scholar
Huang, W., & Chang, T.
(2019) Impacts of English Learning Strategies, Interests, and Anxieties on English Learning Achievements: Taking Example from Chinese College Students. In 2019 International Conference on Pedagogy, Communication and Sociology (ICPCS 2019). Atlantis Press. DOI logoGoogle Scholar
IMSS & PIRLS
(2011) Relationship report reading, mathematics and science achievement. M. O’ Martin and I. V.S. Mullis. International Association for the Evaluation of Educational Achievement. Amsterdam. The Netherlands.Google Scholar
*Jafari, B., & Biria, R.
(2016) Utility of Concept Orientated Reading Instruction in Improving Management of Student’s L2 Reading Comprehension and Lexical Growth. Journal of Global Research in Education and Social Science. 7(1): 55–65.Google Scholar
*Kadkhodaee, S., & Tamjid, N.
(2016) The effect of Iranian EFL learners self-generated vs group-generated text-based questions on their reading comprehension. The Journal of Applied Linguistics, 8(16), 95–109.Google Scholar
Kamil, M. L.
(1995) Some alternatives to paradigm wars in literacy research 1. Journal of Reading Behavior, 27(2), 243–261. DOI logoGoogle Scholar
*Karbalaei, A.
(2011) Assessing reading strategy training based on CALLA model in EFL and ESL context. Íkala, revista de lenguaje y cultura, 16(27), 167–187.Google Scholar
*Karimi, M. N.
(2016) Prior topical knowledge and L2 proficiency as determinants of strategic processing in English for academic purposes multi-texts comprehension. Innovation in Language Learning and Teaching (2016) 1–12.Google Scholar
*Karizak, A. F., & Khojasteh, L.
(2016) The effect of three kinds of reading strategies on EFL learners’ reading comprehension and gender difference using think-aloud protocol. International Journal of Applied Linguistics and English Literature, 5(5), 6–14.Google Scholar
Kato, M.
(2018) Exploring the Transfer Relationship of Summarizing Skills in L1 and L2. English Language Teaching, 11(10), 75–87. DOI logoGoogle Scholar
Khataee, E.
(2019) The Effect of THIEVES Strategy on EFL Learners’ Reading Comprehension. International Journal of Instruction, 12(2), 667–682. DOI logoGoogle Scholar
Klinger, J. K., & Vaughn, S.
(2000) Students’ perceptions of instruction in inclusion classrooms: Implications for students with learning disabilities. Exceptional Children, 66(1), 23–37. DOI logoGoogle Scholar
Koda, K.
(1996) L2 word recognition research: A critical review. The Modern Language Journal, 80(4), 450–460. DOI logoGoogle Scholar
(2005) Insights into second language reading: A cross-linguistic approach. Cambridge University Press. DOI logoGoogle Scholar
(2007) Reading and language learning: Crosslinguistic constraints on second language reading development. Language learning, 571, 1–44. DOI logoGoogle Scholar
Koda, K., & Reddy, P.
(2008) Cross-linguistic transfer in second language reading. Language Teaching, 41(4), 497–508. DOI logoGoogle Scholar
Kordes, J., Bolsinova, M., Limpens, G., & Stolwijk, R.
(2013) Resultaten PISA-2012: Praktische kennis en vaardigheden van 15-jarigen [Results PISA-2012: Practical knowledge and skills of 15-year olds]. Arnhem: CITO.Google Scholar
Lee, C. D., & Spratley, A.
(2010) Reading in the disciplines. The challenges of adolescent literacy. Carnegie Corporation of New York.Google Scholar
*Lee, S. K.
(2007) Effects of textual enhancement and topic familiarity on Korean EFL students’ reading comprehension and learning of passive form. Language Learning, 57(1), 87–118. DOI logoGoogle Scholar
*Lestari, N. F.
(2016) Using visual scaffolding strategy for teaching reading in junior high school. ELT Perspective, 4(2), 131–138.Google Scholar
Lesnick, J., George, R. M., Smithgall, C. & Gwynne, J.
(2010) A Longitudinal Analysis of Third-Grade Students in Chicago in 1996–97 and Their Educational Outcomes. Chicago. Chopin Hall.Google Scholar
Linehan, C., & McCarthy, J.
(2001) Reviewing the “community of practice” metaphor: An analysis of control relations in a primary school classroom. Mind, Culture, and Activity, 8(2), 129–147. DOI logoGoogle Scholar
Macaro, E.
(2001) Learning strategies in second and foreign language classrooms. Continuum.Google Scholar
*Macaro, E., & Erler, L.
(2008) Raising the achievement of young-beginner readers of French through strategy instruction. Applied Linguistics, 29(1), 90–119. DOI logoGoogle Scholar
*McElvain, C. M.
(2010) Transactional literature circles and the reading comprehension of English learners in the mainstream classroom. Journal of Research in Reading, 33(2), 178–205. DOI logoGoogle Scholar
*McKeown, R. G., & Gentilucci, J. L.
(2007) Think-aloud strategy: Metacognitive development and monitoring comprehension in the middle school second-language classroom. Journal of Adolescent & Adult Literacy, 51(2), 136–147. DOI logoGoogle Scholar
*McNeil, L.
(2011) Investigating the contributions of background knowledge and reading comprehension strategies to L2 reading comprehension: An exploratory study. Reading and Writing, 24(8), 883–902. DOI logoGoogle Scholar
Mokhtari, K., Reichard, C. A., & Sheorey, R.
(2008) Metacognitive awareness and use of reading strategies among adolescent readers. Reading Strategies of first-and second-language learners: See how they read, 99–112.Google Scholar
Morris, S. B.
(2008) Estimating effect sizes from pretest-posttest-control group designs. Organizational Research Methods, 11(2), 364–386. DOI logoGoogle Scholar
*Mozafari, A., & Barjesteh, H.
(2016) Enhancing literary competence through critical oriented reading strategies. International Journal of Applied Linguistics and English Literature, 5(7), 168–177.Google Scholar
*Nassaji, H.
(2003) L2 vocabulary learning from context: Strategies, knowledge sources, and their relationship with success in L2 lexical inferencing. TESOL Quarterly, 37(4) winter 2003 645–670. DOI logoGoogle Scholar
*Ntereke, B., & Ramoroka, B.
(2016) Reading competency of first year undergraduate students at University of Botswana: a case study. Reading and Writing, Journal of the Reading Association of South Africa. 8 (1) January 2017 1–12.Google Scholar
*Olson, C. B., Kim, J. S., Scarcella, R., Kramer, J., Pearson, M., van Dyk, D. A., & Land, R. E.
(2012) Enhancing the interpretive reading of mainstreamed English learners in secondary school: Results from a randomized field trial using a cognitive strategies approach. American Educational Research Journal, 49(2), 323–355. DOI logoGoogle Scholar
*Olson, M. W., & Land, R.
(2008) Taking a Reading / Writing Intervention for Secondary English Language Learners on the Road: lessons Learned from the Pathway Project. Research in the Teaching of English, 42(3), 259–269.Google Scholar
Olson, M. W., & Gee, T. C.
(1991) Content reading instruction in the primary grades: Perceptions and strategies. The Reading Teacher, 45(4), 298–307.Google Scholar
Oxford, R. L.
(2016) Teaching and researching language learning strategies: Self-regulation in context. Taylor & Francis. DOI logoGoogle Scholar
*Pappa, E., Zafiropoulou, M., & Metallidou, P.
(2003) Intervention on strategy use and on motivation of Greek pupils’ reading comprehension in English classes. Perceptual and Motor Skills, 96(3), 773–786. DOI logoGoogle Scholar
Paris, S. G., & Paris, A. H.
(2001) Classroom applications of research on self-regulated learning. Educational psychologist, 36(2), 89–101. DOI logoGoogle Scholar
Park, J., & Kang, Y.
(2018) Prediction Abilities vs. Content Schema in Explaining Korean EFL Learners’ Reading Comprehension. English Teaching, 73(3), 77–94. DOI logoGoogle Scholar
Pickering, M. J., & Gambi, C.
(2018) Predicting while comprehending language: A theory and review. Psychological Bulletin, 144(10), 1002–1044. DOI logoGoogle Scholar
Pinninti, L. R.
(2016) Metacognitive awareness of reading strategies: An Indian context. The Reading Matrix: 16 (1). 179–193.Google Scholar
Pintrich, P. R., & De Groot, E. V.
(1990) Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33. DOI logoGoogle Scholar
Plonsky, L., & Gass, S.
(2011) Quantitative research methods, study quality, and outcomes: The case of interaction research. Language Learning, 61(2), 325–366. DOI logoGoogle Scholar
Plonsky, L., & Oswald, F. L.
(2012) How to do a meta-analysis. Research methods in Second Language Acquisition: A Practical Guide, 275–295. Ed. Alison Mackey and Susan M. Gass. West Sussex 2012 Wiley-Blackwell. DOI logoGoogle Scholar
Prentice, D. A., & Miller, D. T.
(1992) When small effects are impressive. Psychological Bulletin, 112(1), 160–164. DOI logoGoogle Scholar
Pressley, M., & Afflerbach, P.
(1995) Verbal protocols of reading: The nature of constructively responsive reading. Routledge.Google Scholar
Pritchard, R.
(1990) The effects of cultural schemata on reading processing strategies. Reading Research Quarterly. 25(4). 273–295. DOI logoGoogle Scholar
*Proctor, C. P., Dalton, B., Uccelli, P., Biancarosa, G., Mo, E., Snow, C., & Neugebauer, S.
(2009) Improving comprehension online; effects of deep vocabulary instruction with bilingual fifth graders. Reading and Writing, 24(5), 517–544. DOI logoGoogle Scholar
*Quanwal, S., & Karim, S.
(2014) Identifying correlation between reading strategies instruction and L2 text comprehension. Journal of Language, Teaching and Research, 5(5), 1019–1032. DOI logoGoogle Scholar
*Rakhshan, A., & Moghaddam, M. Y.
(2015) Intervention analysis in teaching reading comprehension through dynamic assessment: Heron’s perspective. Journal of Language and Translation, 5(2), 23–41.Google Scholar
Reiche, B. S., Neeley, T. B., & Overmeyer, N.
(2017) The Language of Global Success: How a Common Tongue Transforms Multinational Organizations. Organization Science, 301, 1252–1269. DOI logoGoogle Scholar
Riffert, F.
(2005) The use and misuse of standardized testing: A Whiteheadian point of view. Interchange, 36(1), 231–252. DOI logoGoogle Scholar
Rijlaarsdam, G., & Janssen, T.
(2018) Reporting Design Principles for Effective Instruction of Writing: Interventions as Constructs. L1 Research Archives OnlineGoogle Scholar
*Rodriguez, G., & Martin, F.
(2016) Text –based questioning to promote reading comprehension and critical thinking skills. Unpublished Master thesis: University of Sabana, Columbia.Google Scholar
Rosenshine, B., Meister, C., & Chapman, S.
(1996) Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 66(2), 181–221. DOI logoGoogle Scholar
*Safarpoor, L., Ghaniabadi, S., & Nafchi, A. M.
(2015) The effect of the self-questioning strategy as a generative learning strategy on Iranian intermediate EFL learners’ reading comprehension. The Asian Journal of English Language & Pedagogy, 31(2015), 66–87.Google Scholar
*Salataci, R.
(2002) Possible effects of strategy instruction on L1 and L2 reading. Reading in a Foreign Language, 14(1), 1–17.Google Scholar
Scott, V. M., & Fuente, M. J. D. L.
(2008) What’s the problem? L2 learners’ use of the L1 during consciousness-raising, form-focused tasks. The Modern language journal, 92(1), 100–113. DOI logoGoogle Scholar
*Shang, H. F.
(2010) Reading strategy use, self-efficacy and EFL reading comprehension. Asian EFL Journal, 12(2), 18–42.Google Scholar
Sheorey, R. & Mokhtari, K.
(2008) Differing perceptions of reading strategy use between native and non-native college students. In: Mokhtari, K., Sheorey, R. (eds) Reading Strategies of first-and second language learners. Norwood, MA. Christopher Gordon, 24–42.Google Scholar
Sinatra, R., & Dowd, C. A.
(1991) Using syntactic and semantic clues to learn vocabulary. Journal of Reading, 35(3), 224–229.Google Scholar
Solórzano-Restrepo, J., & López-Vargas, O.
(2019) Differential effect of a metacognitive scaffolding in a e-Learning environment over cognitive load, learning achievement and metacognitive consciousness. Suma Psicológica, 26(1), 37–45.Google Scholar
*Spörer, N., & Brunstein, J. C.
(2009) Fostering the reading comprehension of secondary school students through peer-assisted learning: Effects on strategy knowledge, strategy use, and task performance. Contemporary Educational Psychology, 34(4), 289–297. DOI logoGoogle Scholar
*Suk, N.
(2016) The effects of extensive reading on reading comprehension, reading rates, and vocabulary acquisition. Reading Research Quarterly, 52(1), 73–89. DOI logoGoogle Scholar
Swanson, H. L.
(1999) Reading research for students with LD: A meta-analysis of intervention outcomes. Journal of Learning Disabilities, 32(6), 504–532. DOI logoGoogle Scholar
Taylor, A., Stevens, J., & Asher, J. W.
(2006) The effects of explicit reading strategy training on L2 reading comprehension. Synthesizing research on language learning and teaching, 213–244. Eds. Norris, John. M. and Ortega, Lourdes. Research on Language and Language learning and Teaching. John Benjamins. DOI logoGoogle Scholar
Teng, F.
(2020) The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language. Literacy, 54(1), 29–39. DOI logoGoogle Scholar
*Trendak, O.
(2014) Strategy training and its application in the process of foreign language learning. Classroom-oriented Research (pp. 69–84). Second Language Learning and Teaching. Eds. Pawlak, Mroslaw., Brelak, Jakub, and Mystkowska-Wiertelak, Anna. Springer Publishing.Google Scholar
*Urlaub, P.
(2012) Reading strategies and literature instruction: Teaching learners to generate questions to foster literary reading in the second language. System, 40(2), 296–304. DOI logoGoogle Scholar
*Vaughn, S., Klingner, J. K., Swanson, E. A., Boardman, A. G., Roberts, G., Mohammed, S. S., & Stillman-Spisak, S. J.
(2011) Efficacy of collaborative strategic reading with middle school students. American Educational Research Journal, 48(4), 938–964. DOI logoGoogle Scholar
*Vaughn, S., Martinez, L. R., Linan-Thompson, S., Reutebuch, C. K., Carlson, C. D., & Francis, D. J.
(2009) Enhancing social studies vocabulary and comprehension for seventh-grade English language learners: findings from two experimental studies. Journal of Research on Educational Effectiveness, 2(4), 297–324. DOI logoGoogle Scholar
Vaughn, S., Wanzek, J., Wexler, J., Barth, A., Cirino, P. T., Fletcher, J., & Francis, D.
(2010) The relative effects of group size on reading progress of older students with reading difficulties. Reading and Writing, 23(8), 931–956. DOI logoGoogle Scholar
*Wettlaufer, J. R.
(2016) The effect of balanced strategy instruction on English language learner literacy. Unpublished MA Thesis. Wilfrid Laurier University, paper 1818. [URL]
Wharton-McDonald, R. M.
(2018) The Role of Word Recognition in Beginning Reading. Pivotal Research in Early Literacy: Foundational Studies and Current Practices, 1421. 142–159.Google Scholar
Wigfield, A., Gladstone, J. R., & Turci, L.
(2016) Beyond cognition: Reading motivation and reading comprehension. Child development perspectives, 10(3), 190–195. DOI logoGoogle Scholar
Wu, S.
(2016) The use of L1 cognitive resources in L2 reading by Chinese EFL learners. London, UK: Routledge. DOI logoGoogle Scholar
Yang, Y. F.
(2006) Reading strategies or comprehension monitoring strategies. Reading Psychology, 27(4), 313–343. DOI logoGoogle Scholar
*Yapp, D.
(2015) Improving reading performance of 5th year Dutch secondary school students with reading strategies given through a CLIL approach. (Unpublished doctoral study). Open University, UK.Google Scholar
Yapp, D., de Graaff, R., & van den Bergh, H.
(2021) Effects of reading strategy instruction in English as a second language on students’ academic reading comprehension. Language Teaching Research 24(1), 1–24. DOI logo.Google Scholar
Yoshikawa, L., & Leung, C. Y.
(2020) Transitional Shift of Metacognitive Awareness of Reading Strategy along with L2-English Reading Proficiency. The Reading Matrix: An International Online Journal, 20(1). 36–44.Google Scholar
Zhang, Z.
(1993) Literature review on reading strategy research. Paper presented at The Annual Conference of Mid-South Educational Research Association (New Orleans), LA, November 10–12, 1993. ERIC number. Retrieved from ERIC database. (ED 366 908).