The Effects of Reading Strategies on the Reading Comprehension of English Language Learners

• In Event: 72.049 - Roundtable Session 34
  In Roundtable Session: 72.049-1 - Trends in L2 Teaching Research

Abstract

The purpose of this meta-analysis was two-fold: (a) to identify the effects of these four different instructional strategies on reading comprehension of English language learners across grade level, intervention duration, ESL/EFL environment, and sample size; and (b) to evaluate the combined effect of these four strategies when used together on reading comprehension. We identified 23 studies that met our study selection criteria, with a total of 2,191 participants. Mean effect sizes among these studies varied from small to large, depending on which instructional strategies they focused on. These studies are associated with increased reading comprehension across varied grade levels, methodological features, and settings. The overall findings revealed positive effects of these four ESL/EFL instructional strategies on reading comprehension.

Authors

• Jui-Teng Li, University of New Mexico

• Rafael Lara-Alecio, Texas A&M University

• Fuhui Tong, Texas A&M University - College Station

• Beverly J. Irby, Texas A&M University - College Station