NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1127851
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0144-3410
Learning Strategies and Reading Literacy among Chinese and Finnish Adolescents: Evidence of Suppression
Cai, Yuyang; Zhu, Xinhua
Educational Psychology, v37 n2 p192-204 2017
Many arguments have been advanced in the context of the predictive correlation between learning strategies and reading achievement. There is insufficient understanding, however, of the subtle ways in which different types of learning strategies (i.e. memorisation, elaboration and control strategies) function in facilitating students' reading achievement. A "post hoc" analysis was performed to examine this issue among Chinese and Finnish adolescents who participated in the PISA 2009 reading programme. A multigroup structural equation modelling found the suppression pattern among the three strategies: control strategy is positively related to reading literacy and this association increases substantially once memorisation and elaboration strategies are accounted for. There is evidence that Chinese adolescents outperformed their Finnish counterparts due to larger suppression effect from elaboration. Implications for models of learning strategies and intervention are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland; China
Identifiers - Assessments and Surveys: Program for International Student Assessment
Grant or Contract Numbers: N/A