Instructional effects of a CFL reading-strategy instruction incorporating lower- and higher-level strategies

Abstract

Learning to read Chinese characters presents significant challenges for students of Chinese as a foreign language (CFL), particularly those with alphabetic language backgrounds. Despite the recognized importance of reading strategy instruction (RSI), research on its implementation and effects in CFL contexts remains limited. This study examines an RSI instructional effect on reading comprehension, integrating both lower- and higher-level reading strategies. The experimental group received the RSI, and the control group received no RSI. Pre- and post-tests evaluated real-time strategy use and reading comprehension through verbal reports, retelling, and multiple-choice questions. The results suggest that the experimental group receiving RSI showed medium-sized effects on retelling and strategy-use effectiveness and a large-sized effect on strategy-use frequency compared to the control group. Additionally, the experimental group showed more balanced improvements in lower- and higher-level strategies than the control group. This study also discusses suggestions for modifying the RSI.