Examining the effects of integrated instruction on Chinese sixth-graders’ reading comprehension, motivation, and strategy use in reading fiction books

2021 ◽  
Author(s):  
Yi-xin Gu ◽  
Kit-ling Lau
Keyword(s):  
Reading Comprehension ◽  
Sixth Graders ◽  
Strategy Use ◽  
Integrated Instruction

scholarly journals Predictors of Successful Reading Comprehension in Bilingual Adults: The Role of Reading Strategies and Language Proficiency

Languages ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 18
Author(s):  
Deanna C. Friesen ◽  
Bailey Frid
Keyword(s):  
Reading Comprehension ◽  
Language Proficiency ◽  
Text Analysis ◽  
Reading Strategies ◽  
Background Knowledge ◽  
Strategy Use ◽  
Dominant Language ◽  
Analysis Strategies

The current study investigated the type of strategies that English–French bilingual adults utilize when reading in their dominant and non-dominant languages and which of these strategies are associated with reading comprehension success. Thirty-nine participants read short texts while reporting aloud what they were thinking as they read. Following each passage, readers answered three comprehension questions. Questions either required information found directly in the text (literal question) or required a necessary inference or an elaborative inference. Readers reported more necessary and elaborative inferences and referred to more background knowledge in their dominant language than in their non-dominant language. Engaging in both text analysis strategies and meaning extraction strategies predicted reading comprehension success in both languages, with differences observed depending on the type of question posed. Results are discussed with respect to how strategy use supports the development of text representations.

scholarly journals Metaphor and Reading Comprehension

1976 ◽  
Vol 8 (4) ◽  
pp. 363-368 ◽  
Author(s):  
James W. Cunningham
Keyword(s):  
Reading Comprehension ◽  
Sixth Graders ◽  
Written Language ◽  
Metaphorical Language ◽  
Cloze Test

In this study the influence of the amount of metaphor in written language upon reading comprehension is analyzed. Subjects in this study, 190 sixth graders, read two passages, relating the same events, but differing in the amount of metaphorical language used. Comprehension was measured by means of a cloze test. Though both passage versions yielded identical readability estimates, cloze comprehension of the metaphorical passage was lower than the comprehension of the non-metaphorical version.

Study on Factors Affecting Learning Strategies in Reading Comprehension

2016 ◽  
Vol 7 (3) ◽  
pp. 586 ◽  
Author(s):  
Xiaoling Yang
Keyword(s):  
Reading Comprehension ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Strategy Use ◽  
Situational Factors ◽  
Individual Factors ◽  
Factors Affecting ◽  
Reading Competence

This paper presents the literature on reading competence and analyzes the influence of factors on students’ strategy use. The necessity of integrating social and individual factors in the studies of learning strategy, especially individual factors affecting the improvement of reading competence is made explicit, and this is followed by the description of situational factors and individual factors such as motivation, age, sex, personality and so on.

L1 and L2 Strategy Use in Reading Comprehension of Chinese EFL Readers

2010 ◽  
Vol 31 (1) ◽  
pp. 1-29 ◽  
Author(s):  
Yea-Ru Tsai ◽  
Cheryl Ernst ◽  
Paul C. Talley
Keyword(s):  
Reading Comprehension ◽  
Strategy Use ◽  
L1 And L2
Sign in / Sign up

Export Citation Format

Share Document