Reading Strategies

This article describes the development and validation of a new self-report instrument, the Metacognitive Awareness of Reading Strategies Inventory, which is designed to assess adolescent and adult readers' metacognitive awareness and perceived use of reading strategies while reading academic or schoolrelated materials. There were 3 strategy subscales or factors: Global Reading Strategies, Problem-Solving Strategies, and Support Reading Strategies. The reliability and factorial validity of the scale were demonstrated. After a brief review of the literature, the development and validation of the instrument are described, and its psychometric properties are discussed. In addition, directions for administering and scoring the instrument are provided, and suggestions for interpreting the results obtained are offered. Finally, the scales' implications for reading research and instruction are discussed.

Based on an engagement perspective of reading development, we investigated the extent to which an instructional framework of combining motivation support and strategy instruction (Concept-Oriented Reading Instruction-CORI) influenced reading outcomes for third-grade children. In CORI, five motivational practices were integrated with six cognitive strategies for reading comprehension. In the first study, we compared this framework to an instructional framework emphasizing Strategy Instruction (SI), but not including motivation support. In the second study, we compared CORI to SI and to a traditional instruction group (TI), and used additional measures of major constructs. In both studies, class-level analyses showed that students in CORI classrooms were higher than SI and/or TI students on measures of reading comprehension, reading motivation, and reading strategies.

In this study, we examine differences in the reported use of reading strategies of native and non-native English speakers when reading academic materials. Participants were 302 college students (150 native-English-speaking US and 152 ESL students), who completed a survey of reading strategies aimed at discerning the strategies readers report using when coping with academic reading tasks. Results of the study revealed, first, that both US and ESL students display awareness of almost all of the strategies included in the survey. Secondly, both groups attribute the same order of importance to categories of reading strategies in the survey, regardless of their reading ability or gender: cognitive strategies (the deliberate actions readers take when comprehension problems develop), followed by metacognitive strategies (advanced planning and comprehension monitoring techniques), and support strategies (the tools readers seek out to aid comprehension). Thirdly, both ESL and US high-reading-ability students show comparable degrees of higher reported usage for cognitive and metacognitive reading strategies than lower-reading-ability students in the respective groups, and while the US highreading-ability students seem to consider support reading strategies to be relatively more valuable than low reading-ability US students, ESL students attribute high value to support reading strategies, regardless of their reading ability level. Lastly, in the US group, the females report significantly higher frequency of strategy usage; this gender effect is not reflected in the ESL sample. #

The engagement model of reading development suggests that instruction improves students' reading comprehension to the extent that it increases students' engagement processes in reading. We compared how Concept-Oriented Reading Instruction (CORI) (support for cognitive and motivational processes in reading), strategy instruction (support for cognitive strategies in reading), and traditional instruction in fourth-grade classrooms differentially influenced students' reading comprehension, strategy use, and engagement in reading. Students experiencing CORI were significantly higher than both comparison groups on reading comprehension, reading strategies, and reading engagement. When students' level of reading engagement was statistically controlled, the differences between the treatment groups were not significant. We infer that the level of students' reading engagement during classroom work mediated the instructional effects on reading outcomes.

Fast, parallel word recognition, in expert readers, relies on sectors of the left ventral occipito-temporal pathway collectively known as the visual word form area. This expertise is thought to arise from perceptual learning mechanisms that extract informative features from the input strings. The perceptual expertise hypothesis leads to two predictions: (1) parallel word recognition, based on the ventral visual system, should be limited to words displayed in a familiar format (foveal horizontal words with normally spaced letters); (2) words displayed in formats outside this field of expertise should be read serially, under supervision of dorsal parietal attention systems. We presented adult readers with words that were progressively degraded in three different ways (word rotation, letter spacing, and displacement to the visual periphery). Behaviorally, we identified degradation thresholds above which reading difficulty increased non-linearly, with the concomitant emergence of a word length effect on reading latencies reflecting serial reading strategies. fMRI activations were correlated with reading difficulty in bilateral occipito-temporal and parietal regions, reflecting the strategies required to identify degraded words. A core region of the intraparietal cortex was engaged in all modes of degradation. Furthermore, in the ventral pathway, word degradation led to an amplification of activation in the posterior visual word form area, at a level thought to encode single letters. We also found an effect of word length restricted to highly degraded words in bilateral occipitoparietal regions. Those results clarify when and how the ventral parallel visual word form system needs to be supplemented by the deployment of dorsal serial reading strategies.

Bilinguals' reading strategies were examined in their native and second language via the recording of eye movements. Experiment 1 examined the processing of sentences that contained local syntactic ambiguities. Results showed that bilinguals reading in their second language tended to resolve these ambiguities in a different way from native readers. Bilinguals tended to prefer to attach incoming information to the most recently processed constituent. However, this global strategy was in¯uenced by lexical information provided by the verb. Moreover, the combined analysis of both groups of readers revealed an in¯uence of verb subcategorization information on syntactic ambiguity resolution. Experiment 2 also examined syntactic ambiguity resolution in the native and second language, for sentences that were ambiguous in only one of the bilinguals' two languages. Results showed that bilinguals hesitated when reading in their second language at points in the sentence where their native language presented con¯icting lexical information. Following this localized effect of``transfer'', however, bilinguals performed in a manner similar to native speakers of the language. In combination, these experiments demonstrate that bilinguals perform a complete syntactic parsing of sentences when reading in the second language, and they do so in a manner similar to native speakers. Although lexical information can apparently in¯uence parsing in the second language, our results do not provide strong evidence that it acts to override syntactic analysis based on structural principles.

The aim of this study was to investigate the effects of three different forms of strategy instruction on 210 elementary-school students' reading comprehension. Students were assigned to any one of three intervention conditions or to a traditional instruction condition (control condition). Training students were taught four reading strategies (summarizing, questioning, clarifying, predicting) and practiced these strategies in small groups (reciprocal teaching), pairs, or instructor-guided small groups. At both the post- and follow-up test the intervention students attained higher scores on an experimenter-developed task of reading comprehension and strategy use than the control students who received traditional instruction. Furthermore, students who practiced reciprocal teaching in small groups outperformed students in instructor-guided and traditional instruction groups on a standardized reading comprehension test.

Extensive research on reading in a first language has shown the critical role fluency plays in successful reading. Fluency alone, however, does not guarantee successful reading. Cognitive and metacognitive reading strategies and schemata that readers utilize also play important roles in constructing meaning from text. Most research, however, indicates that good reading ability is virtually impossible in the absence of fast and accurate word recognition skills and reading fluency. Therefore, efficient ways of improving fluency must be developed. In answer to this need, extensive reading programs have been implemented as an effective approach in EFL settings. Another method, repeated reading, seems equally promising. The main objective of the current study is to focus on whether and how assisted repeated reading with an auditory reading model enhances EFL readers' fluency. Some comparisons of Japanese university students' performances in repeated reading and extensive reading programs are also made in an attempt to see gains in reading fluency and comprehension, and to explore some characteristics which are unique to assisted repeated reading. Quantitative and qualitative analyses of participants' reading behaviors suggest that assisted repeated reading is equally as effective as extensive reading in increasing EFL readers' silent reading rate, and favorably affects learners' perceptions of reading activities. Furthermore, the results indicate the specific role the repetition and listening components of assisted repeated reading play to facilitate reading comprehension. Assisted repeated reading can potentially develop weak ESL/EFL readers' fluency and help them become independent readers by providing a distinct form of scaffolding.

Integrated second-language writing tasks elicit writing performances that involve other abilities such as reading or listening. Thus, understanding the role of these other abilities is necessary for interpreting performance on such tasks. This study used an inductive analysis of think-aloud protocol data and interviews to uncover the reading strategies of 12 non-native English writers who completed an integrated reading-writing task. Strategy frequency was considered overall, during composing, and across writers. Word-level strategies were most common along with global and mining strategies. Higher scoring writers used more mining and global strategies, while lower scoring writers showed similar frequency in overall strategy use but differences in choice of strategy. These results suggest that reading plays a role in the process and performance of integrated writing tasks, an important consideration when using such tasks for learning or assessment.

This study used fMRI to longitudinally assess the impact of intensive remedial instruction on cortical activation among 5th grade poor readers during a sentence comprehension task. The children were tested at three time points: prior to remediation, after 100 h of intensive instruction, and 1 year after the instruction had ended. Changes in brain activation were also measured among 5th grade good readers at the same time points for comparison. The central finding was that prior to instruction, the poor readers had significantly less activation than good readers bilaterally in the parietal cortex. Immediately after instruction, poor readers made substantial gains in reading ability, and demonstrated significantly increased activation in the left angular gyrus and the left superior parietal lobule. Activation in these regions continued to increase among poor readers 1 year post-remediation, resulting in a normalization of the activation. These results are interpreted as reflecting changes in the processes involved in word-level and sentencelevel assembly. Areas of overactivation were also found among poor readers in the medial frontal cortex, possibly indicating a more effortful and attentionally guided reading strategy.

In two experiments we identified two main strategies followed by hypertext readers in order to select their reading order, the first consisted in selecting the text semantically related to the previously read section (coherence strategy) and the second in choosing the most interesting text delaying less interesting sections (interest strategy). Comprehension data revealed that these strategies distinctly depend on the reader's prior knowledge. For low knowledge readers, the coherence strategy supported better learning of the content. The nature of this effect seems to rely on the improvement of reading order coherence induced by this strategy. By contrast, for intermediate knowledge both the coherence and interest strategy benefited comprehension equally.

The growing numbers of English language learners (ELLs) in U.S. K–12 public schools have raised many questions about how to best educate these students. Much of the research on teaching ELLs has discussed the kinds of practices that should be used to increase ELLs' school achievement, but few studies have documented the actual practices that English as a second language (ESL) teachers use to scaffold their students into achieving in mainstream classrooms. This study adds to the literature on the practices of ESL teachers by examining the teaching practices of 2 junior high school ESL teachers as they prepared their intermediate and advanced ELLs to spend their entire school day in mainstream classes. Findings indicate that both teachers engaged in a complex array of practices that helped develop academic language and literacy skills that students needed for participation in mainstream classrooms by (a) attending to mainstream content in their classrooms, (b) teaching students academic language, (c) providing support in students' first language, (d) teaching students explicit reading strategies, and (e) using culturally responsive teaching methods. Implications for practice, future research, and policy include using measures that help teachers approach their instruction with a holistic understanding of students' mainstream academic language and literacy needs.

This study assessed the reading, language, and memory skills of 56 bilingual Arab-Canadian children age's 9-14. English was their main instructional language, and Arabic was the language spoken at home. All children attended a Heritage Language Program in Toronto where they were taught to read and write Arabic. The children were administered word and pseudo-word reading, language, and working memory tests in English and Arabic. The majority of the children showed at least adequate proficiency in both languages. There was a significant relationship between the acquisition of word and pseudo-word reading working memory, and syntactic awareness skills in the two languages. The poor readers in Arabic had lower scores on all linguistic tasks, except the visual task. There were no significant differences between bilingual English Arabic children and monolingual English-speaking children on the reading, language, and memory tasks. However, bilingual English Arabic children who had reading problems in English had higher scores on English pseudo-word reading and spelling tasks than monolingual English-speaking children with reading disabilities, probably because of positive transfer from the regular nature of Arabic orthography. In this case, bilingualism does not appear to have negative consequences for the development of language reading skills in both languages-Arabic and English-despite the different nature of the two orthographies.

Rehabilitative measures for stroke are not generally based on basic neurobiological principles, despite evidence from animal models that certain anatomical and pharmacological changes correlate with recovery. In this report, we use functional magnetic resonance imaging (fMRI) to study in vivo human brain reorganization in a right handed patient with an acquired reading disorder from stroke. With phonological dyslexia, her whole-word (lexical) reading approach included inability to read nonwords and poor reading of function words. Following therapy, she was able to read nonwords and function words, and preferred a decompositional (sub-lexical) strategy in general. fMRI was performed during a reading task before and after treatment. Prior to therapy, her main focus of brain activation was in the left angular gyrus (area 39). After therapy, it was instead in the left lingual gyrus (area 18). This result suggests first that it is possible to alter brain physiology with therapy for acqui...

The purpose of this study was to investigate the cognitive causes underlying spelling difficulties in a case of developmental surface dysgraphia, AW. Our results do not support a number of possibilities that could be the cause of AW's poor orthographic lexicon, including difficulties in phonological processing, phonological short-term memory, configurational visual memory, and lexical semantic memory. We have found instead that AW performs poorly in tasks that involve detection of the order of adjacent letters in a word or the order of adjacent units in strings of consonants or symbols. Finally, he performs poorly in tasks that involve reconstructing the order of a series of complex visual characters (Japanese and Hindi characters) especially when these are presented sequentially. We advance the hypothesis that AW's poor spelling and good reading skills stem from an underlying pattern of cognitive abilities where a very good visual configurational memory is coupled with a po...

We study the comprehension of a multimedia technical document about gear functioning by young pupils. The research is focused on the effect of three factors on the construction of a mental model: illustration format (animated versus static) signaling cues (presence versus absence) learner-control of information delivery (three rhythms of presentation: speed, slow and self-controlled). The experimental procedure, conducted with 123 children, follows three phases: pre-test, individual passation of the lesson, comprehension test, delayed posttest. The goal of the pre-test is the evaluation of prior knowledge about gears, but also the control of spatial and verbal working memory aptitude and reading performance. The results show an effect of the animated format, of signaling cues and of the rhythm on the immediate comprehension test and delayed test. For the immediate comprehension test, these effects are different according to the kind of comprehension question (recall, transfer, explanation). These effects are maintained at the delayed post-test, for the self-controlled condition and for the pupils with low prior knowledge. The factor information delivery rhythm shows an effect for the delayed post-test. Our observation device of the behaviour of the child during the lesson was specially designed to explore the reading strategies between the medias.

This study explored the impact of learning a new instructional practice in a US school district that places great value in a statewide student assessment. Grounded Theory methodology , Basics of Qualitative Research: Techniques and procedures for developing grounded theory, 2nd Edition, Sage Publications, Thousand Oaks, CA) was used to analyze interview and observation data from 20 teachers undergoing professional development in a new reading strategy. We found that teaching in a ''high-stakes'' assessment environment impacts the implementation, fidelity, and sustainability of new teaching methods. Most importantly, our results suggest that some teachers may use ''high-stakes'' assessments as their primary reference point in which to gauge the merit of innovative teaching practices. Furthermore, decisions regarding which components to implement, how often to use these components, and what materials to utilize in their implementation may be influenced by the preparation for and expected results of these tests. r

Although studies on L2 learning strategies are a major strand of second-language research, recent research interest has focussed on language learners' metacognitive knowledge or awareness of strategies. Previous research has shed important light on the amelioration in L2 educational practices, but little research is focused on EFL learners in input-poor environments. This paper reports on a study of 10 Chinese EFL readers' metacognitive knowledge of strategies in learning to read EFL in the People's Republic of China (PRC), a typical acquisition-poor environment. The EFL readers' metacognitive knowledge of strategies was analysed and interpreted from a broad metacognitive perspective within Flavell's model (1987), which has been adopted in L2 studies by researchers such as Wenden (1991; 1998) and Goh (1998) to analyse learners' strategies or their metacognitive knowledge of language learning. EFL readers' knowledge of reading strategies was examined through analysing the mentalistic data (Cohen, 1996) obtained through retrospective interviews. The study found that the PRC EFL readers' metacognitive knowledge of reading strategies had close links to their EFL proficiency. The results suggest that the available studies on PRC EFL readers have not adequately addressed the issue. Implications for learner training and recommendations for further research are also explored.

The literature on assessing the cognitive processes involved in hypertext comprehension during the past 15 years has yielded contradictory results. In this article we explore a possible factor affecting this situation, mainly the fact that previous works did not control for the potential effects on comprehension of reading strategies in hypertext. In Experiment 1, results showed that reading strategies selectively affect the textbase and the situation model level. The number of different nodes read mainly affected the textbase, whereas the reading order influenced the situation model. In Experiment 2, the analysis of reading strategies replicated the effect of knowledge and coherence found in the literature on linear text comprehension , but it was not replicated in hypertext. Low-knowledge participants learned more by following a high coherent reading order, whereas high-knowledge participants learned more by reading the hypertext in a low-coherence order. We discuss the theoretical and methodological consequences of this approach for the study of hypertext comprehension.

This research examined age differences in the accommodation of reading strategies as a consequence of explicit instruction in conceptual integration. In Experiment 1, young, middleaged, and older adults read sentences for delayed recall using a moving window method. Readers in an experimental group received instruction in making conceptual links during reading while readers in a control group were simply encouraged to allocate effort. Regression analysis to decompose word-by-word reading times in each condition isolated the time allocated to conceptual processing at the point in the text at which new concepts were introduced, as well as at clause and sentence boundaries. While younger adults responded to instructions by differentially allocating effort to sentence wrap-up, older adults allocated effort to intrasentence wrap-up and on new concepts as they were introduced, suggesting that older readers optimized their allocation of effort to linguistic computations for textbase construction within their processing capacity. Experiment 2 verified that conceptual integration training improved immediate recall among older readers as a consequence of engendering allocation to conceptual processing.

This study is an attempt to provide insights into the extent of first language (L1) use while reading second language (L2) texts in a collaborative situation among tertiary ESL learners. Through the identification of reading strategies utilized by the subjects, the study is also aimed at discovering possible reasons for the use of L1 while comprehending L2 texts. Four students,

ABSTRACT This article presents a sequence of activities to teach reading strategies. In implementing the sequence, the classroom teacher will carry out the following steps: (1) teach students to think aloud while reading; (2) identify students' reading strategies; (3) help students to understand the concept of “strategy” and to recognize that some strategies are successful, some unsuccessful, and others only “seemingly” successful; (4) help students to identify strategies thaat they use to decode native language texts containing unknown words; (5) help students to identify strategies that they can use to decode foreign language texts containing unknown words; (6) provide instruction/practice/integration for specific reading strategies; and (7) identify students' reading strategies and compare them to the strategies students used before instruction. Suggestions derived from the authors' experiences with the activities are provided.

This descriptive study explored different reading strategies 12 adult good Internet readers used while doing 3 Internet reading tasks, each with a different reading purpose: seeking specific information, acquiring general knowledge, and being entertained. This study investigated whether readers' strategies differed by reading purpose. Purposive selection was used in selecting adult, good, experienced Internet readers to participate in the study. The design of the study allowed for inclusion of additional participants if it was found that new reading strategies were still being identified by the 12th reader (they were not). Data were collected through navigational records and participants' stimulated recall following the three tasks about their reading process. More than 50 strategies were identified. Some strategies were used across purposes; others were not. In addition, readers adopted different patterns of reading strategies for different reading purposes. Results of the ...

ABSTMCT This study examines whether universitylevel French students trained during the second semester to use effective reading strategies and skills demonstrate better reading comprehension and, hence, perform better in the third semester than their untrained peers. The experimental reading activities were derived from recent LI and L2 reading process theory and research; a sample text, exercises, and lesson plan appear together with teacher andstudent reactions to the experimental reading practice. These sewreport data show widely varying responses to the experimental approach to reading and provoke considerable reflection about the impact of both the teacher variable and cognitive styles on language

This study examined the relative contribution of reading comprehension strategies and interactive vocabulary in Improving Comprehension Online (ICON), a universally designed web-based scaffolded text environment designed to improve fifthgrade monolingual English and bilingual students' reading achievement. Seventy-five monolingual English and 31 bilingual students from six classrooms were assigned to one of three ICON conditions: reading comprehension strategies, vocabulary, or a combined version of comprehension strategies and vocabulary. Students read eight multimedia folktales and informational texts within their respective ICON condition and completed embedded activities, researcher measures of comprehension and vocabulary, and pre-and postintervention standardized reading achievement tests. ANCOVA results indicated that after controlling for initial reading achievement, there was a main effect for condition on the researcher measure of vocabulary, with case for expanding current models of reading comprehension to reflect digital texts and information communication technologies. Although there is obvious overlap in the perceptual, cognitive, and affective processes involved in print and digital reading, digital environments and tools potentially alter the dynamic relationship between reader, text, activity, and sociocultural factors in ways that influence reading processes and outcomes for individual learners ). by guest on July 25, 2016 jlr.sagepub.com Downloaded from

Neuroimaging studies of text comprehension conducted thus far have shed little light on the brain mechanisms underlying strategic learning from text. Thus, the present study was designed to answer the question of what brain areas are active during performance of complex reading strategies. Reading comprehension strategies are designed to improve a reader's comprehension of a text. For example, selfexplanation is a complex reading strategy that enhances existing comprehension processes. It was hypothesized that reading strategies would involve areas of the brain that are normally involved in reading comprehension along with areas that are involved in strategic control processes because the readers are intentionally using a complex reading strategy. Subjects were asked to reread, paraphrase, and self-explain three different texts in a block design fMRI study. Activation was found in both executive control and comprehension areas, and furthermore, learning from text was associated with activation in the anterior prefrontal cortex (aPFC). The authors speculate that the aPFC may play a role in coordinating the internal and external modes of thought that are necessary for integrating new knowledge from texts with prior knowledge.

& The visual system of literate adults develops a remarkable perceptual expertise for printed words. To delineate the aspects of this competence intrinsic to the occipitotemporal ''what'' pathway, we studied a patient with bilateral lesions of the occipitoparietal ''where'' pathway. Depending on critical geometric features of the display (rotation angle, letter spacing, mirror reversal, etc.), she switched from a good performance, when her intact ventral pathway was sufficient to encode words, to severely impaired reading, when her parietal lesions prevented the use of alternative reading strategies as a result of spatial and attentional impairments. In particular, reading was disrupted (a) by rotating word by more than 508, providing an approximation of the invariance range for words encoding in the ventral pathway; (b) by separating letters with double spaces, revealing the limits of letter grouping into perceptual wholes; (c) by mirror-reversing words, showing that words escape the default mirror-invariant representation of visual objects in the ventral pathway. Moreover, because of her parietal lesions, she was unable to discriminate mirror images of common objects, although she was excellent with reversible pseudowords, confirming that the breaking of mirror symmetry was intrinsic to the occipitotemporal cortex. Thus, charting the display conditions associated with preserved or impaired performance allowed us to infer properties of word coding in the normal ventral pathway and to delineate the roles of the parietal lobes in single-word recognition. &

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According to the Overlapping Waves Model, children's strategy use in performing academic skills is variable and adaptive and changes gradually with age and experience. In the context of children's numerical and arithmetical development, several findings confirm the assumptions of the model. In this study, elementary school children in 2 nd (n ¼ 30) and 4 th (n ¼ 28) grade, with comparable IQ and reading achievement scores were confronted with different single word tasks (common and uncommon words, word-similar and -dissimilar pseudowords) to trigger different reading strategies. Strategy behavior was identified by video analysis and children's self-report. The analyses of the data confirm the validity of the Overlapping Waves Model in the context of single word reading. Children in both grades showed variable and multiple usage of strategies and reacted adaptively when reading words of the different categories. Moreover, older children used more elaborated strategies and were more efficient in their strategy choice.

When bisecting words in their middle, people reveal leftward bisection errors. This tendency might emerge from an attentional bias towards the beginning of the word. However, when longer meaningless letter strings are presented, people reveal a rightward bisection bias. To test the role of semantic information on leftward or rightward bisection biases, we tested letter line bisection performance in healthy right-handed students in four independent experiments. A third of the letter lines contained an embedded four-letter word to the left of true centre, another third contained an embedded four-letter word to the right of true centre, while the remaining lines contained no words. Half of these words were emotional words, the other half were neutral words. Results across experiments revealed a stronger rightward bisection bias: (i) for letter lines containing emotional as compared to neutral words, (ii) for letter lines containing words in the left as compared to right half of the lines, and (iii) for those experiments in which the spatial position of letter lines remained within a narrow body-centred space. Findings from this study suggest that letter line bisection performance might be only minimally determined by visuo-spatial attention. Rather, letter line perception might activate the left hemisphere more than the right hemisphere, shifting the subjective midpoint to the right of true centre. Leftward bisection biases for words only, as had been described in the literature, may thus have resulted from automated reading strategies rather than from attentional biases towards the left hemispace.

The aim of this study is to reveal the differences in the process of learning reading strategies by EFL learners whose English proficiency levels differ. For this purpose, portfolios made by 10 Japanese female college students learning English (five in the higher proficiency group and the other five in the lower) were analyzed. The results found six prominent differences between the two groups. The first difference is the amount of description recorded in each portfolio. The second, third, and fourth differences concern the understanding of the purpose and the merit of each strategy use, of the conditions in which each strategy is used effectively, and of the combined use of strategies. Also, the timing for and the method for evaluating efficacy of strategy use are different between the two groups. After the full descriptions of these six differences with samples from portfolios, some pedagogical and research implications for strategy instruction are made.

This qualitative study examines a reading comprehension strategy use in English as a second language in upper-secondary schools one year after teachers participated in a professional development course. The data comprises observations, teacher narratives, and student interviews. A key finding is that the teachers used a repertoire of strategies from the course, suggesting an impact of the course. A second finding was a clear difference between how students in general and vocational programmes used the strategies taught: the vocational students used them in ways that indicated their relevance to them as learners, while the students in general programmes did not. The findings also suggest how and why students employ strategies. The article discusses implications for strategy instruction and how to enhance the reading proficiency of adolescent readers.

Motivated by the need for more empirical evidence on factors affecting English as a Foreign Language (EFL) reading enhancement, this paper aims at elucidating causal relationship between reading epistemic beliefs, reading motivations, and strategies use in reading. The present study provides an evaluative perspective with regard to the directions of influences among them. A model that reflects the hypothesis that epistemic beliefs affect strategies use in reading to read which are strengthened by reading motivation is constructed and tested. The structural equation modeling (SEM) confirms this hypothesis, which implies interdependences across the factors as promising resources that can be utilized in EFL reading context for comprehension development. A few important implications for EFL reading instruction and research can be drawn from the results.

This paper examines the reading strategies that four Chinese adult readers use in reading both Chinese and English texts. Their strategies they used are analyzed into two broad categories: the text-initiated strategies and the reader-initiated strategies. All participants demonstrated more strategy use in reading the English texts than in reading the Chinese text. In general, participants were more critical in evaluating the author's opinions with the Chinese than the English texts. Those who had a moderate to high L2 proficiency level showed more transfer of strategy use from reading the Chinese to reading the English than the one who had a low L2 proficiency level. However, L2 proficiency level does not seem to predict the readers' use of higher level thinking strategies. The readers' prior experiences with L1 reading and L2 learning as well as their exposure to the L2 culture all seem to contribute to affect the readers' strategy use in L2.

Learning to read and understand research articles (primary literature) is an important step in the enculturation of higher education students into the scientific community. We presume, based on ideas from the field of genre analysis, that it is important for the development of reading skills to become conscious of the rhetorical structures in research articles. So, we determined how well science students are able to identify 2 important elements of this rhetorical structure: conclusions and grounds. First-year undergraduate life science students who followed a course called ‘Biomedical Research’ made assignments in which they had to identify these 2 elements. We analysed the answers of 20 students in detail and compared their answers with 2 expert readers. Furthermore, we conducted task-based interviews with 4 students to gain more insight into their reading strategies and to determine how they identify conclusions and grounds. Our results show that students and experts defined conclusions and grounds in different ways. Students and experts agreed on the most important conclusion of the articles. However, students identified a wide range of sentences which were not seen as conclusions by the experts. The grounds students mentioned mostly matched their conclusions. Students sometimes failed to mention important grounds for a particular conclusion. In conclusion, our study shows the differences between student and expert readers of primary literature. Based on our results, we formulated criteria for the design of a teaching strategy that aims to improve students' skills for reading primary literature.

The primary purpose of this study was to investigate the combined and partial effects of the Integrated Reading/Study Strategy and Conceptual Physics Approach on ninth grade private high school students’ achievement in and attitudes toward optics. The Integrated Reading/Study Strategy is a new strategy which was developed by integrating previously existing reading strategies of the KWL and SQ3R with classroom lecturing. The Conceptual Physics Approach is an instructional strategy developed on the basis of Conceptual Physics suggested by Paul G. Hewitt. To investigate the partial and combined effects of methods, factorial design was used. The study was conducted with 124 students from two private high schools in the Çankaya district region of Ankara, Turkey. Various teaching/learning materials were developed and used for the study. Two measuring tools, Achievement Test about Optics and Attitude Scale about Optics were used as pre and post tests before and after instruction. The study continued for a two-month treatment period. The results of the study showed that the combined effect of the Integrated Reading/Study Strategy and Conceptual Physics Approach improved students’ achievement significantly compared to the separate individual methods. Although the product of the Integrated Reading/Study Strategy and Conceptual Physics Approach increased students’ attitudes more compared to the remaining methods, the result is not statistically significant.

In the present paper, we take as a starting point the debate on the relationships between the changes in writing supports and the changes in reading rituals, defending the need to pluralize the models and functions of literary reading so as to be able to approach different typologies of literary digital texts. Firstly, after revising and situating in a historical context the different types of reading rituals that the print text has developed, we reflect upon the type of reading that the academia is implicitly demanding in this new context through its use of ICCT and the design of learning sites. Secondly, we discuss how our readers, the students, are adjusting to the new digital literature and how can the teacher guide them through this permanently morphing scenario. We argue about the need to develop functional models for digital literary readings, and in the final section of the paper, we offer several reading strategies that can help teachers and students build a bridge between print and digital literary texts.

Understanding students' capacity to direct their own learning has been a central topic of discussion among educational practicioners. Researchers argue that the capacity to self-regulate is central to our assumptions about learning, decision making, problem solving, and resource management in education.Basic research questions are "What is self-regulation?" and" what is metacognition?". In this paper, we first look at various conceptualisations of self-regulation prominent in the educational psychology research literature, then discuss the metacognitive strategies which will enhance their self regulation and compare and contrast the university students' use of metacognitive strategies in the mother tongue and target language.

This article concerns the relationship between general literacy skills
and engagement with subject-specific content in classroom practice.
The aim is to contribute knowledge about how enactment of
reading strategies impacts classroom discussions about science
texts. For 10 weeks, the researcher conducted observations and
audio recordings of strategy-focused text discussions in Grade 4
physics and biology. The strategies employed were as follows: text
knowledge, looking at text features and using prior knowledge. The
analysis of the transcribed recordings and relevant parts of the
textbook material was informed by Bernstein’s sociology of education
and a social semiotic view of disciplinary literacy practices. The
result shows that reading strategies were foregrounded in discussions
about texts in ways which created and upheld boundaries to
related content, activities and texts. Notably, the teacher and the
students discussed single pages of science textbook material without
considering how meaning conveyed by images and writing
relates to other pages by, for example, bringing technical knowledge
closer to everyday experience or by condensing meanings in
a technical way. The study shows the potential of adhering to the
information flow between given and new on textbook spreads to
understand shifts between concrete and technical meaning.

In this article I examine self-questioning as a means of enhancing students' understanding of texts, especially literary texts. Theoretical trends underlying self-questioning in reading are outlined. Next, research on the effects of self-questioning instruction is explored. Results indicate that students can be trained to ask questions during reading and that such training may lead to significant gains in reading comprehension and recall. Qualitative research indicates what approaches might be effective in the literature classroom.