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

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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]
Copyright of Reading in a Foreign Language is the property of Reading in a Foreign Language and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Instructional effects of a CFL Reading-Strategy-Instruction incorporating lower- and higher-level strategies.
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  Data: <searchLink fieldCode="AR" term="%22Hsu%2C+Wei-Li%22">Hsu, Wei-Li</searchLink><relatesTo>1</relatesTo><i> wh20@rice.edu</i><br /><searchLink fieldCode="AR" term="%22Yeh%2C+Meng%22">Yeh, Meng</searchLink><relatesTo>1</relatesTo><i> myeh@rice.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Reading+in+a+Foreign+Language%22">Reading in a Foreign Language</searchLink>. Mar2026, Vol. 38 Issue 1, p1-27. 27p.
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  Data: *<searchLink fieldCode="DE" term="%22Reading+strategies%22">Reading strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink><br /><searchLink fieldCode="DE" term="%22Chinese+as+a+second+language%22">Chinese as a second language</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>Copyright of Reading in a Foreign Language is the property of Reading in a Foreign Language and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.64152/10125/67524
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      – Code: eng
        Text: English
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        PageCount: 27
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      – SubjectFull: Reading strategies
        Type: general
      – SubjectFull: Reading comprehension
        Type: general
      – SubjectFull: Educational outcomes
        Type: general
      – SubjectFull: Second language acquisition
        Type: general
      – SubjectFull: Cognitive ability
        Type: general
      – SubjectFull: Chinese as a second language
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              Text: Mar2026
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              Y: 2026
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