Supporting struggling readers at secondary school: an intervention of reading strategy instruction

Lin, Wu; Valcke, Martin; Keer, Hilde Van

doi:10.1007/s11145-021-10144-7

Cited by 16 publications

(20 citation statements)

References 73 publications

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“…This is consistent with Talebi's (2012) results, which showed that the experimental group revealed a reverse transfer of reading strategies from L2 to L1 among Iranian learners of English (L2) and Persian (L1). Our finding aligns with previous research (Talebi's, 2012;Wu et al, 2021), which indicated that teaching reading strategies in L2 boosted students' reading strategy awareness in both L2 and L1. Accordingly, we argue that explicit instruction in MCRS in L3 can have a positive impact on trilingual learners' reading strategy awareness in all study languages after the intervention.…”

Section: Discussionsupporting

confidence: 92%

“…Reading comprehension is a complex process that requires the use of multiple (meta-)linguistic and (meta-)cognitive skills (Perfetti et al, 2005). Regarded as tools that facilitate understanding of texts, (meta)cognitive reading strategies (MCRS) are found to ameliorate reading comprehension outcomes ( Wu et al, 2021). Current research has documented the use of MCRS in first language L1 and second language L2 and results have reported a forward transfer of MCRS from L1 to L2 (Abu-Rabia, 2018;Rabadi et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Reverse transfer of metacognitive reading strategies of Moroccan trilingual learners

Razkane¹,

Diouny²

2021

Proceedings of International Conference of Experimental Linguistics

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The Linguistic Interdependence Hypothesis assumes that certain L1 language skills can be positively transferred during the process of L2 acquisition. While the transfer of linguistic skills from L1 to L2 has been studied extensively, only few studies have investigated the reverse transfer of skills. This study examined whether training poor readers in reading strategies in English (L3) would lead to an improvement in the process of reading in French (L2) and Arabic (L1). The Metacognitive Reading Strategies Questionnaire (MRSQ)(Abu-Rabia, 2018) was administered to 30 first-year baccalaureate students before and after the intervention. The participants were purposively selected and randomly assigned to an experimental group (20) and a control group (10). Findings indicated a significant improvement in the experimental group's metacognitive strategy awareness in English, French and Arabic.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Reverse transfer of metacognitive reading strategies of Moroccan trilingual learners

Razkane¹,

Diouny²

2021

Proceedings of International Conference of Experimental Linguistics

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“…This result is in line with Par (2020), who also found a significant correlation between the participants' use of MCRS and their reading comprehension achievements. Our finding is consistent with previous research demonstrating that MCRS can help students improve their reading comprehension performance (Aydinbek, 2021;Habibian, 2015;Jeevaratnam & Stapa, 2022;Seedanont & Pookcharoen, 2019;Teng, 2020;Thongwichit & Buripakdi, 2021;Wu et al, 2021). Together with the aforementioned research, our results demonstrate the efficacy of using MCRS throughout the reading process and that learning these strategies is essential to learners' language acquisition development.…”

Section: Discussionsupporting

confidence: 92%

“…Also, Irfan et al (2019) found that students' understanding of MCRS is a robust predictor of their academic progress. Other studies indicated a significant improvement in students' outcomes after being trained in MCRS (Thongwichit & Buripakdi, 2021;Wu et al, 2021).…”

Section: Metacognitive Strategies and Reading Comprehensionmentioning

confidence: 95%

“…For example, Gebhard (2000) reported a statistically significant correlation between the participants' use of MCRS and their reading comprehension scores and that skilled readers who employed MCRS effectively scored higher in reading comprehension tests than the struggling ones. Research also demonstrated that learning MCRS facilitates L2 acquisition (Ahmadi et al, 2013), and improves reading comprehension scores (Irfan et al, 2019;Par, 2020;Sutiyatno & Sukarno, 2019;Thongwichit & Buripakdi, 2021;Villanueva, 2022;Wu et al, 2021). Sutiyatno and Sukarno (2019), for instance, found an association between undergraduate students' reading performance and their use of metacognitive strategies.…”

Section: Metacognitive Strategies and Reading Comprehensionmentioning

confidence: 96%

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Eleventh-grade Students’ Use of Metacognitive Reading Strategies in Arabic (L1) and English (L3)

Razkane¹,

Sayeh²,

Diouny³

et al. 2023

INT J INSTRUCTION

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Metacognitive strategy awarenessMetacognition refers to an individual's awareness of their cognitive development, mental processes, learning styles, and the capacity to organize, manage and solve problems. Flavell (1979) regards reading as a cognitive enterprise that involves an awareness of a variety of MCRS and skills. Brown et al. (1986) maintain that metacognition is crucial to reading comprehension. In the same vein, Karbala (2011) argues that the context of reading comprises two types of cognition: A reader's knowledge of reading strategies to learn from the text, and the ability an individual has to monitor their actions during the reading process reading. MCRS are described as tools that assist students to understand their abilities and figure out how to learn different skills in the learning environment while dealing with a reading task (Sutiyatno & Sukarno, 2019). MCRS are regarded as conscious, deliberate, and goal-oriented activities or plans that readers employ to decode, understand and construct meanings from written texts (Afflerbach et al., 2008;Manoli & Papadopoulou, 2012). While reading skills are defined as unconscious, automatic, effortless activities (Manoli & Papadopoulou, 2012) used to decode and comprehend texts quickly, efficiently, and fluently, "usually without the reader's awareness of the components or controls involved" (Afflerbach et al., 2008, p.15), MCRS are "in fact problem-solving strategies employed by readers to cope with reading texts" (Al-Mekhlafi, 2018, p. 299).According to Abu-Rabia (2018), metacognitive reading processes include three key stages: planning, monitoring, and evaluating. Each reading phase comprises a number of MCRS that could be employed at a specific point during the global reading comprehension process. These strategies comprise setting an objective to reading, activating background knowledge, making predictions, skimming, scanning, repairing, guessing meaning, visualizing, checking, revising, altering reading speed, deconstructing the structure of the text, summarizing, evaluating, and self-questioning in the postreading phase to check whether the purpose behind reading is achieved (Carrell et al., 1998). Iwai (2011) maintains that metacognition plays a key role in reading comprehension as it is linked to linguistic, cognitive, and social skills development, and that metacognitive strategy awareness can sharpen students' mental processes and make them strategic thinkers who can deal with difficult tasks in a scientific way. Similarly, Auerbach & Paxton (1997) assert that metacognitive strategies can be effectively activated only when learners read a certain text with a particular purpose in mind. According to Karbalaei (2011, p.7), to do a reading comprehension task successfully, readers must use their metacognitive knowledge to trigger "conscious and deliberate strategies." MCRS show readers how to deal with a given reading task, what textual prompts to exploit, how to decode the reading material, and what procedures to follow when failing to get the...

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Assessing self-regulated processes: what do primary school students do, say and think in the process of understanding a text?

Leites,

Seferian,

Martínez

2024

Eur J Psychol Educ

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Self-regulation has a positive impact on learning and academic achievement, but due to its nature, it is difficult to assess it in a valid and reliable manner. This study aims to explore the validity of three self-regulation assessment methods in text comprehension tasks (questionnaire, think-aloud and traces) as well as to identify the variables associated with reading performance. For this purpose, individual sessions were conducted with 96 sixth-grade primary education students, who were asked to read a text and complete two reading comprehension tasks working in a virtual environment. Task traces were recorded, think-aloud was recorded and coded, and participants answered a self-report questionnaire about the strategies used. A limited relationship was found between self-regulation measured by means of the questionnaire, think-aloud and traces, and the relationship between think-aloud and traces was moderate. Regarding the factors related to text comprehension task performance, think-aloud and task time measurements were found to be better predictors of performance than the questionnaire.

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Supporting struggling readers at secondary school: an intervention of reading strategy instruction

Cited by 16 publications

References 73 publications

Reverse transfer of metacognitive reading strategies of Moroccan trilingual learners

Reverse transfer of metacognitive reading strategies of Moroccan trilingual learners

Eleventh-grade Students’ Use of Metacognitive Reading Strategies in Arabic (L1) and English (L3)

Assessing self-regulated processes: what do primary school students do, say and think in the process of understanding a text?

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