The impact of text structure reading strategy instruction in a second language: benefits across languages

Teaching Test-Taking Strategies to EFL Student Readers with Different Language Proficiencies: An Empirical Reassessment

“…First, the findings of this study substantiate the claims by previous scholars about the positive effects of reading-related strategies on reading comprehension in general. To begin with, the finding that students of both levels of proficiency in the TG improved their reading test performance upholds the argument by Chang (2010), Grabe (2009), and Schwartz et al (2017) that the use of reading-related strategies can lead to improved reading performance. This endorsement further supports the general recommendation that reading-related strategies, such as reading strategies or reading test-taking strategies, should be taught to student readers to enhance their comprehension of written texts (cf.…”

“…7(2)(2019): [165][166][167][168][169][170][171][172][173][174][175][176][177][178][179][180][181] sources. Other recent publications also confirming the benefits of teaching reading strategies include the studies by Schwartz et al (2017) and Ying-Chun, Chern, and Reynolds (2018), which verified the effectiveness of teaching reading strategies as a way of enhancing EFL students' reading comprehension, and further confirmed the feasibility of teaching reading strategies.…”

“…In addition to comprehensive planning strategies, monitoring strategies, and evaluation strategies 2 (Phakiti, 2003), and reading studies (e.g. Akkakoson, 2013;Boulware-Gooden, Carreker, Thornhill, & Joshi, 2007;Karimi, 2015;Salatacı & Akyel, 2002;Schwartz, Mendoza, & Meyer, 2017) are increasingly focusing on cognitive and metacognitive strategies, and authors agree that the frequency of using these 1 "Reading level" refers either to the process of reading or the level of integration skills into the act of reading. In the process of reading, the level is determined by whether the text is more oriented to the ability to understand some parts (such as a lower-level understanding of prepositions) or to the ability to comprehensively understand the whole (such as a higher-level comprehensive understanding that goes beyond prepositions).…”

“…However, although numerous studies currently support the teaching of reading strategies (e.g. Green, 2016;Karimi, 2015;Macaro & Erler, 2008;Schwartz et al, 2017;Spörer et al, 2009), research investigating the effectiveness of teaching test-taking strategies in the field of foreign language reading is still scarce (Chalmers & Walkinshaw, 2014;Cohen, 2006;Plonsky, 2011). In particular, little has been discovered about the effects of teaching test-taking strategies to students with different levels of reading proficiency.…”

Language-Learner Strategy Instruction and English Achievement: Voices from Ghana

“…This conclusion is consonant with findings from recent studies on strategy instruction (including Macaro, 2001;Carrier, 2003;Vandergrift, 2003;Wong & Nunan, 2011;Sadeghi & Khonbi, 2013;Schwartz, Mendoza, & Meyer, 2013). By extension, therefore, if learners in primary and junior high schools in Ghana are given training in strategy use, the required outcomes in English would be attained.…”