Reading strategies and instruction : orchestrating L2 learners' reading processes

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dc.contributor.advisorSardegna, Veronica G.en
dc.contributor.committeeMemberHorwitz, Elaine K.en
dc.creatorKim, Aekyungen
dc.date.accessioned2012-08-14T16:51:05Zen
dc.date.accessioned2017-05-11T22:26:55Z
dc.date.available2012-08-14T16:51:05Zen
dc.date.available2017-05-11T22:26:55Z
dc.date.issued2012-05en
dc.date.submittedMay 2012en
dc.date.updated2012-08-14T16:51:13Zen
dc.descriptiontexten
dc.description.abstractResearch into reading strategies and strategy instruction has indicated their effectiveness and beneficial effects on reading improvement. However, additional effort and support is needed in real-world teaching environments for students to benefit from these research findings. This report reviews research on the effectiveness of the use of L2 reading strategies and strategy instruction. Based on research conclusions, this paper discusses the patterns of strategy use adopted by both proficient and less proficient readers to shed light on what kinds of strategies should be taught and how. It argues that teachers have important roles to play in selecting strategies for instruction and teaching them; teachers need to consider such factors as proficiency levels, text type and task goals. This paper concludes with pedagogical implications, suggesting teachers play roles as coaches and scaffolders, and offering nine strategies for instruction.en
dc.description.departmentForeign Language Educationen
dc.format.mimetypeapplication/pdfen
dc.identifier.slug2152/ETD-UT-2012-05-5673en
dc.identifier.urihttp://hdl.handle.net/2152/ETD-UT-2012-05-5673en
dc.language.isoengen
dc.subjectL2 reading strategiesen
dc.subjectReading strategy instructionen
dc.subjectMetacognitive strategiesen
dc.titleReading strategies and instruction : orchestrating L2 learners' reading processesen
dc.title.alternativeOrchestrating L2 learners' reading processesen
dc.type.genrethesisen

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