Impact of reading strategy instruction on improvement of strategy use and reading comprehension: A meta-analysis

Simple item page
dc.contributor.authorUeno, Shotaro
dc.contributor.authorIkeda, Maiko
dc.contributor.authorTakeuchi, Osamu
dc.contributor.authorTeng, Mark Feng
dc.date.accessioned2025-06-11T02:34:01Z
dc.date.available2025-06-11T02:34:01Z
dc.date.issued2025-06-16
dc.description.abstractPrevious 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.
dc.format.extent24
dc.identifier.citationUeno, 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
dc.identifier.issn1539-0578
dc.identifier.urihttps://hdl.handle.net/10125/67505
dc.publisherUniversity of Hawaii National Foreign Language Resource Center
dc.publisherCenter for Language & Technology
dc.rightsCreative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectL2 reading
dc.subjectreading strategies
dc.subjectreading strategy model comparison
dc.subjectL2 reading strategy instruction
dc.subjectreading strategy use
dc.subjectL2 reading comprehension
dc.subjectlearner factors
dc.subjectenvironmental factors
dc.subjectmeta-analysis methodology
dc.subjectmoderator analysis methodology
dc.subjectHedges’ g application
dc.titleImpact of reading strategy instruction on improvement of strategy use and reading comprehension: A meta-analysis
dc.typeArticle
prism.endingpage250
prism.number2
prism.publicationnameReading in a Foreign Language
prism.startingpage227
prism.volume37

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
37_2_10125-67505.pdf
Size:
528.32 KB
Format:
Adobe Portable Document Format
Download

Collections

Volume 37, No. 2 Special Issue: Conceptualizing Individual Differences in Reading