The Reading Development of Swedish L2 Middle School Students and Its Relation to Reading Strategy Use

Lindholm, Anna; Tengberg, Michael

doi:10.1080/02702711.2019.1674432

Cited by 13 publications

(10 citation statements)

References 33 publications

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“…In Grade 1, it certainly seems laudable to teach reading strategies in preparation for homework (cf. Roberts, 2013;Lindholm & Tengberg, 2019), and to teach "time words" to enable participation in sharing time. However, there was little evidence that a focus on such areas of metaknowledge supported the students' ability to engage with texts or participate successfully in the discourse.…”

Section: Discussionmentioning

confidence: 99%

“…Regarding metacognitive reading strategies, studies have linked L2 reading ability to employment and awareness of reading strategies (e.g. Huang & Newbern, 2012;Lindholm & Tengberg, 2019;Sheorey & Mokhtari, 2001). Therefore, teachers are asked to create opportunities for learning these strategies (Lindberg, 2019;Olin-Scheller & Tengberg, 2017;Roberts, 2013).…”

Section: Supporting L2 Learners By Sharing Metaknowledgementioning

confidence: 99%

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Communicating metaknowledge to L2 learners: A fragile scaffold for participation in subject-related discourse?

Walldén¹

2020

L1 Educational Studies in Language and Literature

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Section: Discussionmentioning

confidence: 99%

Section: Supporting L2 Learners By Sharing Metaknowledgementioning

confidence: 99%

Communicating metaknowledge to L2 learners: A fragile scaffold for participation in subject-related discourse?

Walldén¹

2020

L1 Educational Studies in Language and Literature

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“…Alsamadani (2008) found that three types of reading strategies, namely, planning, attending, and evaluating, did not predict Saudi EFL students’ English reading comprehension. In Lindholm and Tengberg’s (2019) longitudinal study on Swedish L2 secondary students, no correlation was found between the reading comprehension and reading strategy use of female students. Finally, a small proportion of studies showed that reading strategies negatively predicted L2 reading comprehension.…”

Section: Literature Reviewmentioning

confidence: 79%

Reading motivation, self-regulated reading strategies and English vocabulary knowledge: Which most predicted students’ English reading comprehension?

Gan

2022

Front. Psychol.

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This study explored how reading motivation, self-regulated reading strategies and English vocabulary knowledge influenced students’ English reading comprehension simultaneously in one model. A total of 543 students from five universities in Southern China completed a reading motivation questionnaire, a reading strategy questionnaire, two vocabulary knowledge tests, and a reading comprehension test. Multiple regression analysis results showed that reading efficacy and enjoyment, and vocabulary knowledge (i.e., both vocabulary breadth and depth) significantly predicted reading comprehension. When students were grouped into high, average, and low achievers on the reading test, monitoring strategies and vocabulary depth were found to significantly predict reading comprehension for the high achievers.

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“…The results concerning students’ individual differences in strategy use can also be related to previous research. First, gender differences in students’ strategy use have been examined several times, but findings are inconsistent, from reporting higher levels of metacognitive strategy use for boys (e.g., Zhang, 2018a ), to reporting higher levels of diverse reading comprehension strategies for girls (e.g., Denton et al, 2015 ) or revealing no gender differences at all (e.g., Lindholm and Tengberg, 2019 ). Contrary to the latter, in our study, girls reported using more monitoring strategies than boys.…”

Section: Discussionmentioning

confidence: 99%

Development of the Reading Comprehension Strategies Questionnaire (RCSQ) for late elementary school students

et al. 2023

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Late elementary education constitutes a critical period in the development of reading comprehension strategies, a key competence in today’s society. However, to date, appropriate measurements to map late elementary students’ reading strategies are lacking. In this respect, the present article first describes the development and validation of the 26-item reading comprehension strategies questionnaire (RCSQ). To this aim, exploratory (sample 1: n = 1585 students) and confirmatory (sample 2: n = 1585 students) factor analyses were conducted. These analyses resulted in the RCSQ, consisting of five subscales: (1) overt cognitive reading strategies, (2) covert cognitive reading strategies, (3) monitoring, and (4) evaluating. For non-native and bilingual students, a fifth subscale ‘using home language in view of comprehending texts’ emerged. Second, multilevel analyses were performed to explore individual differences in late elementary students’ reading comprehension strategy use. Implications for practice and future research are discussed.

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The Reading Development of Swedish L2 Middle School Students and Its Relation to Reading Strategy Use

Cited by 13 publications

References 33 publications

Communicating metaknowledge to L2 learners: A fragile scaffold for participation in subject-related discourse?

Communicating metaknowledge to L2 learners: A fragile scaffold for participation in subject-related discourse?

Reading motivation, self-regulated reading strategies and English vocabulary knowledge: Which most predicted students’ English reading comprehension?

Development of the Reading Comprehension Strategies Questionnaire (RCSQ) for late elementary school students

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