Impact of reading strategy instruction on improvement of strategy use and reading comprehension: A meta-analysis
Date
2025-06-16
Contributor
Advisor
Department
Instructor
Depositor
Speaker
Researcher
Consultant
Interviewer
Narrator
Transcriber
Annotator
Journal Title
Journal ISSN
Volume Title
Publisher
University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Center for Language & Technology
Volume
37
Number/Issue
2
Starting Page
227
Ending Page
250
Alternative Title
Abstract
Previous meta-analyses of reading strategy (RS) instruction in second and foreign language (L2) contexts have consistently shown that RS instruction has a positive impact on reading comprehension. However, whether RS instruction can promote both the use of RS and reading comprehension among English L2 learners is unclear. The effect of some moderators, such as learner and environmental factors, on the effectiveness of RS instruction among English L2 learners also remains unclear. To examine these aspects of RS instruction, our meta-analysis aimed to explore (a) the extent to which RS instruction is effective in improving not only reading comprehension but also the frequency of RS use in English L2 learners and (b) how this effectiveness varies by learner factors and learning environment. Through a rigorous literature search, we identified 27 eligible articles on English RS instruction for inclusion in our meta-analysis. The effect sizes (Hedges’ g) obtained were analyzed, followed by a moderator analysis to examine how the effects of RS instruction varied according to different moderators, including learner factors (i.e., educational level and proficiency) and environmental factors (i.e., region and context). Based on our findings, we discuss the implications for future research and teaching practices.
Description
Keywords
L2 reading, reading strategies, reading strategy model comparison, L2 reading strategy instruction, reading strategy use, L2 reading comprehension, learner factors, environmental factors, meta-analysis methodology, moderator analysis methodology, Hedges’ g application
Citation
Ueno, S., Ikeda, M., Tekeuchi, O., & Teng, M. F. (2025). Impact of reading strategy instruction on improvement of strategy use and reading comprehension: A meta-analysis. Reading in a Foreign Language, 37(1): 225-247. https://hdl.handle.net/10125/67505
Extent
24
Format
Geographic Location
Time Period
Related To
Related To (URI)
Table of Contents
Rights
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
Rights Holder
Local Contexts
Email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.