NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1177763
Record Type: Journal
Publication Date: 2018-Apr
Pages: 18
Abstractor: As Provided
ISSN: EISSN-1533-242X
How and Why Strategy Instruction Can Improve Second Language Reading Comprehension: A Review
Friesen, Deanna C.; Haigh, Corinne A.
Reading Matrix: An International Online Journal, v18 n1 p1-18 Apr 2018
Increasingly, children enter the school system with a home language that differs from the language of the majority. Consequently, classrooms have students with diverse language backgrounds and teachers must develop reading comprehension instruction that meets the needs of all their students. To successfully plan instruction, it is critical for teachers to understand the strengths that second language learners (SLLs) bring to the classroom as well as the potential difficulties they face. Here we review the literature on reading comprehension development and utilize cognitive frameworks to describe the knowledge, skills, and processes involved during reading for meaning. We use these theories to explain why SLLs may have difficulty with reading comprehension and how we might leverage their strengths in domains such as executive control to support their reading comprehension development. We further highlight for educators how strategy instruction aligns directly with cognitive theories of reading comprehension. Ideally, such examples will enable educators to explicitly articulate for their students how effective strategies enable the development of comprehensive mental representations of the text, and ultimately enable good text comprehension.
Reading Matrix, Inc. University of South Florida Polytechnic, College of Human and Social Sciences, Division of Education, 3433 Winter Lake Road LMD 8038, Lakeland, FL 33805. Tel: 863-667-7712; Fax: 863-667-7098; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A