Instructional effects of a CFL Reading-Strategy-Instruction incorporating lower- and higher-level strategies.

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Bibliographic Details
Title:	Instructional effects of a CFL Reading-Strategy-Instruction incorporating lower- and higher-level strategies.
Authors:	Hsu, Wei-Li¹ wh20@rice.edu, Yeh, Meng¹ myeh@rice.edu
Source:	Reading in a Foreign Language. Mar2026, Vol. 38 Issue 1, p1-27. 27p.
Subject Terms:	Reading strategies, Reading comprehension, Educational outcomes, Second language acquisition, *Cognitive ability, Chinese as a second language
Abstract:	Learning to read Chinese characters presents significant challenges for students of Chinese as a foreign language (CFL), particularly those with alphabetic language backgrounds. Despite the recognized importance of reading strategy instruction (RSI), research on its implementation and effects in CFL contexts remains limited. This study examines an RSI instructional effect on reading comprehension, integrating both lowerand higher-level reading strategies. The experimental group received the RSI, and the control group received no RSI. Pre- and post-tests evaluated real-time strategy use and reading comprehension through verbal reports, retelling, and multiple-choice questions. The results suggest that the experimental group receiving RSI showed medium-sized effects on retelling and strategy-use effectiveness and a large-sized effect on strategy-use frequency compared to the control group. Additionally, the experimental group showed more balanced improvements in lower- and higher-level strategies than the control group. This study also discusses suggestions for modifying the RSI. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Learning to read Chinese characters presents significant challenges for students of Chinese as a foreign language (CFL), particularly those with alphabetic language backgrounds. Despite the recognized importance of reading strategy instruction (RSI), research on its implementation and effects in CFL contexts remains limited. This study examines an RSI instructional effect on reading comprehension, integrating both lowerand higher-level reading strategies. The experimental group received the RSI, and the control group received no RSI. Pre- and post-tests evaluated real-time strategy use and reading comprehension through verbal reports, retelling, and multiple-choice questions. The results suggest that the experimental group receiving RSI showed medium-sized effects on retelling and strategy-use effectiveness and a large-sized effect on strategy-use frequency compared to the control group. Additionally, the experimental group showed more balanced improvements in lower- and higher-level strategies than the control group. This study also discusses suggestions for modifying the RSI. [ABSTRACT FROM AUTHOR]
ISSN:	02642425
DOI:	10.64152/10125/67524