Reading Strategies Versus Reading Skills: Two Faces of the Same Coin

Manoli, Polyxeni; Παπαδοπούλου, Μαρία

doi:10.1016/j.sbspro.2012.05.205

Cited by 19 publications

(20 citation statements)

References 17 publications

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“…Another aspect of active self‐regulation entailed in reading, and perhaps the one most familiar to practitioners, is the use of reading strategies. “Reading strategies are deliberate, goal‐directed attempts to control and modify the reader’s efforts to decode text, understand words, and construct meanings of text” (Afflerbach, Pearson, & Paris, 2008, p. 368; see also Manoli & Papadopoulou, 2012). Developing readers are able to use strategies, such as chunking words into parts to decode them, and research has shown that teaching students decoding strategies improves the ability to read some types of words (e.g., Steacy, Elleman, Lovett, & Compton, 2016).…”

Section: Active Self‐regulation Is Central To Readingmentioning

confidence: 99%

The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading

Duke¹,

Cartwright²

2021

Reading Research Quarterly

161

125

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The simple view of reading is commonly presented to educators in professional development about the science of reading. The simple view is a useful tool for conveying the undeniable importance—in fact, the necessity—of both decoding and linguistic comprehension for reading. Research in the 35 years since the theory was proposed has revealed additional understandings about reading. In this article, we synthesize research documenting three of these advances: (1) Reading difficulties have a number of causes, not all of which fall under decoding and/or listening comprehension as posited in the simple view; (2) rather than influencing reading solely independently, as conceived in the simple view, decoding and listening comprehension (or in terms more commonly used in reference to the simple view today, word recognition and language comprehension) overlap in important ways; and (3) there are many contributors to reading not named in the simple view, such as active, self‐regulatory processes, that play a substantial role in reading. We point to research showing that instruction aligned with these advances can improve students’ reading. We present a theory, which we call the active view of reading, that is an expansion of the simple view and can be used to convey these important advances to current and future educators. We discuss the need to lift up updated theories and models to guide practitioners’ work in supporting students’ reading development in classrooms and interventions.

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Section: Active Self‐regulation Is Central To Readingmentioning

confidence: 99%

The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading

Duke¹,

Cartwright²

2021

Reading Research Quarterly

161

125

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show abstract

“…Finally, yet equally important, it is to realize that metacognition, be it in L1 or in FL reading, encompasses a set of strategic processes that can be turned into skills by means of constant strategy use. For this reason, in many of the studies here reviewed, such as in Baker and Brown (1984), Bondy (1984), Gagné et al (1993), Afflerbach et al (2008), and more recently, Baker and Beall (2009), Manoli and Papadopoulou,(2012), Matsumoto et al (2013) and Veenman (2015), researchers have advocated for the teacher's intervention in the form of strategies teaching from early childhood into adolescence because awareness is one of the most important cognitive characteristics that directly serves successful meaning construction (Hagen et al, 2014). All of these researchers, regardless the focus on L1 or on FL reading comprehension, appear to agree that even though teachers have no direct access or control over students' mental processes, they have in their hands the power to create conditions to foster their students' self-awareness development, which, in turn, may lead to successful reading comprehension.…”

Section: On Metacognitionmentioning

confidence: 88%

Working memory, metacognition and foreign language reading comprehension: a bibliographical review

2019

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Making sense of texts from a cognitive-processing perspective involves several mental operations connecting conceptual and procedural knowledge (Gagné et al., 1993). In this regard, the reader’s ability to articulate several processes simultaneously, involving information processing and comprehension monitoring, is crucial to the construction of the mental representation of texts. Thus, this bibliographical review intends to establish theoretical relationships among reading processing, as sustained by working memory (WM) and influenced by working memory capacity (WMC), metacognition and the componential processes inherent to FL reading comprehension. The implications of the findings point to the relation of metacognition developing according to WM maturation and having an impact on reading comprehension. Therefore, as reading in a foreign language involves more complex activities and the activity per se also involves and depends upon several other variables, it is reasonable to assert that this complex activity is affected by the limitations of WM.***Memória de trabalho, metacognição e compreensão leitora em língua estrangeira: uma revisão bibliográfica***A construção de sentido em leitura na perspectiva do processamento cognitivo pressupõe uma gama de operações que conectam o conhecimento conceitual e o procedural (Gagné et al., 1993). Assim, a habilidade do leitor em articular vários processos simultaneamente, incluindo o processamento de informações e o monitoramento da compreensão, é crucial para a construção da representação mental de um texto. A presente revisão bibliográfica objetiva traçar discussões teóricas acerca da relação entre o processamento da leitura, sustentada pela memória de trabalho (MT) e mediada pela capacidade de memória de trabalho (CMT), metacognição e os processos componenciais inerentes à compreensão. Conclui-se que há uma relação entre a maturação da MT e o desenvolvimento da metacognição, o que influencia a compreensão leitora. Portanto, como a leitura em língua estrangeira é uma tarefa mais complexa e que também envolve e depende de outras variáveis, consideramos que essa atividade é afetada pelas limitações da MT.

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“…Although reading strategies have become the object of numerous studies in the reading field, a clear-cut definition widely adopted in this field remains elusive. Manoli and Papadopoulou (2012) and Afflerbach et al (2008) pointed to the surge in the use of reading strategies linked to the following aspects of reading in the 90's: control and deliberate direction of behaviour, which are an integral part of reading strategies but might not contemplate all its idiosyncrasies as it can be noticed in the different uses of this concept in the literature and studies focusing on teaching strategies. Among some of the issues when trying to establish the clear difference between reading skills and reading strategies, Duffy and Roehler (1989) contributed to the discussion signalling the difference between conscious awareness and automatic use.…”

Section: Reading Strategiesmentioning

confidence: 99%

“…Such topic has been highlighted in the last decades by other studies (DUFFY, 2009, PEARSON;DOLE, 1988;PRESSLEY, 2000), but the view of these two terms are not the same in all of them. Clearly, reading strategies and skills are currently not two definite concepts; they are often treated interchangeably or inconsistently (AFFLERBACH et al, 2008;MANOLI;PAPADOPOULOU, 2012) in the literature.…”

Section: Introductionmentioning

confidence: 99%

Untangling reading strategies and reading skills in an ESL textbook

Zaccaron

Dall’Igna

Tomitch

2017

Rev. Horiz. Ling. Apl.

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Successful reading comprehension in L2 involves both lower and higher level processes, being dependant on both strategies and skills. These two components are often treated interchangeably or inconsistently in the literature and such inconsistency may affect the teaching of reading. In light of the above, this paper aims at analysing how strategies and skills are developed in a series of ESL textbooks. In order to do so, a framework was developed to classify the activities as sustaining reading strategies or reading skills. A quantitative analysis was also carried out in order to better understand the frequency each construct occurred in the textbooks. The results showed that strategies and skills are used interchangeably in the series. Furthermore, strategies outnumbered skills, no linearity was found between them, that is, there seemed to be no longitudinal process of working with strategies in a way to enable them to become skills in order to foster independent readers.

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Reading Strategies Versus Reading Skills: Two Faces of the Same Coin

Cited by 19 publications

References 17 publications

The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading

The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading

Working memory, metacognition and foreign language reading comprehension: a bibliographical review

Untangling reading strategies and reading skills in an ESL textbook

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