Relationship Between Student-Perceived Reading Strategy Instruction and Students’ Reading Comprehension: A Serial Multiple Mediation Model-Reference-Cited by-同舟云学术

Relationship Between Student-Perceived Reading Strategy Instruction and Students’ Reading Comprehension: A Serial Multiple Mediation Model

Published:2023-01-16 Issue:6 Volume:39 Page:582-597
ISSN:1057-3569
Container-title:Reading & Writing Quarterly
language:en
Short-container-title:Reading & Writing Quarterly

Author:

Qian Quan¹^ORCID,Zheng Guomin²,Huang Xianhan³^ORCID,Liao Xian⁴

Affiliation:

1. College of Education for the Future, Beijing Normal University. P.R. China

2. Beijing Normal University, Beijing, People’s Republic of China

3. Hong Kong University, Hong Kong, People’s Republic of China

4. Education University of Hong Kong, Hong Kong, People’s Republic of China

Funder

Collaborative Innovation Center of Assessment for Basic Education Quality at Beijing Normal University

Publisher

Informa UK Limited

Subject

Linguistics and Language,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10573569.2023.2165464

Reference75 articles.

1. Learning reading strategies by triggering reading motivation

2. Afflerbach, P., Cho, B. Y., Kim, J. Y., & Clark, S. (2010). Classroom assessment of literacy. In D. Wyse, R. Andrews, & J. V. Hoffman (Eds.), The Routledge international handbook of English, language and literacy teaching (pp. 401–411). Routledge.

3. Clarifying Differences Between Reading Skills and Reading Strategies

4. Reading Strategies Used by High Scoring and Low Scoring IELTS Candidates: A Think-aloud Study

5. Alvermann, D. E., & Earle, J. (2003). Comprehension instruction. In A. P. Sweet & C. E. Snow (Eds.), Rethinking reading comprehension. (pp. 12–30). Guilford Publications.

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1. Correction;Reading & Writing Quarterly;2023-03