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ERIC Number: EJ1232615
Record Type: Journal
Publication Date: 2019
Pages: 32
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0270-2711
EISSN: N/A
The Reading Development of Swedish L2 Middle School Students and Its Relation to Reading Strategy Use
Lindholm, Anna; Tengberg, Michael
Reading Psychology, v40 n8 p782-813 2019
This two-year longitudinal study investigated Swedish L2 middle school students' reading development and its relation to reported strategy use. Reading comprehension was measured on three occasions and strategy use was examined using the Metacognitive Awareness of Reading Strategies Inventory (MARSI) scale. The results show that student reading comprehension scores develop significantly over the last two years of middle school (grades 5-6). As expected, second-generation immigrant students score higher than first-generation immigrants, but the differences are not statistically significant. The study shows no gender-related differences in relation to reading strategy use. Boys and girls use strategies to a similar extent. However, good readers reported using all types of reading strategies, particularly global strategies, to a greater extent than poor readers. Interestingly, the reading achievement of boys was strongly correlated to the reported use of global strategies, while the reading achievement of girls was not correlated to strategy use at all. Implications of the study and suggestions for further research 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: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education; Elementary Education; Grade 5; Intermediate Grades; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Identifiers - Assessments and Surveys: Progress in International Reading Literacy Study
Grant or Contract Numbers: N/A