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Explicit Reading Strategy Instruction and its Effect on Reading Comprehension Processes
Malmö University, Faculty of Education and Society (LS).
Malmö University, Faculty of Education and Society (LS).
2019 (English)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

This synthesis investigates the process of reading in a second or foreign language, focusing on English as an educational subject. Second language learning theories, methods and relevant teaching studies concerning reading abilities have been reviewed to shed light on how teachers can approach teaching reading to ESL- and EFL-learners. This framework has been used to answer how different methods of teaching reading strategies can affect students’ reading comprehension, and identify possible factors that could alter these outcomes. The findings indicate that this type of explicit instruction enhance overall reading comprehension development, interrelated sub-skills as well as metacognitive awareness. However, factors such as proficiency level, culture and the degree of interaction could hamper the possible effects of the chosen instruction. Therefore, it is imperative that teachers choose and modify an explicit reading strategy instruction to suit their students.

Place, publisher, year, edition, pages
Malmö universitet/Lärande och samhälle , 2019. , p. 41
Keywords [en]
strategic reading, reading comprehension, reading processes, explicit instruction, English language learners, ESL/EFL, teaching studies
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:mau:diva-33146Local ID: 27537OAI: oai:DiVA.org:mau-33146DiVA, id: diva2:1494963
Educational program
LS Master of Arts/Science in Secondary Education
Supervisors
Examiners
Available from: 2020-11-04 Created: 2020-11-04Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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  • de-DE
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