This article reports findings from a larger research project which aimed to promote learner autonomy among Thai secondary school learners of English as a foreign language (EFL) through strategy-based instruction (SBI). The study involved 30 learners from an intervention class and 32 learners from a comparison class. Nine strategies were introduced…

The authors report on a think-aloud study of college students placed into developmental reading courses as they learned and implemented a new strategy device. The purpose was to investigate the device's potential utility for students, especially given the current practical trends in the field to move away from strategy instruction. Findings…

This paper explores the approaches and strategies used by secondary school learners of different languages in England completing Asset Languages reading tasks at levels A1 and A2 of the Common European Framework of Reference (CEFR). Assessments across languages at the same level of proficiency were designed to a common specification and at…

The question of why readers sometimes skip words has important theoretical implications for our understanding of perception, cognition, and oculomotor control during reading (Drieghe, Rayner, & Pollatsek, 2005). In this article, the E-Z Reader model of eye-movement control in reading (Reichle, 2011) was used to examine the behavioral…

This study explored the reading strategies used by advanced and intermediate Persian EFL learners in both English and Persian reading comprehension texts. Based on the aims of the study reading comprehension texts were administered to the learners and their reading strategies in both English and Persian reading comprehension texts were examined…

This article draws on research carried out in a Chinese complementary school in Scotland. The research focused on children's experience of learning to read Chinese and on the strategies that they used to support their learning. Here, I provide an account of one particular aspect of this research, namely the creation of a dialogic space for…

This study investigated the differences in the type and frequency of strategy use by four proficient and four less-proficient readers. Thirty female senior undergraduates majoring in TEFL at a university in Iran were given a reading comprehension test. Based on the results of their reading test, eight were chosen based on a nonrandom purposive…

This study investigates the effects of reading strategies instruction based on the Cognitive Academic Language Learning Approach over students' skill to comprehend what they read in French and their use of reading strategies. It has an action research design. Eighteen students studying at French Preparatory Program at Eskisehir Osmangazi…

This study investigated the cognitive strategies used by Persian EFL (English as a foreign language) graduate students while reading a hypermedia text. Prior to the start of the study, the Nelson-Denny Reading Test was used in order to measure the reading ability of the students. Data was collected through think-aloud protocols, and the strategies…

This study examines the impact of the Learning Strategies Curriculum (LSC), an adolescent reading intervention program, on 6th- and 9th-grade students' reading comprehension and strategy use. Using a randomized treatment-control group design, the study compared student outcomes for these constructs for 365 students who received daily instruction…

The research reported here investigated primary school pupils' use of reading strategies. The study differed from most of the previous studies on reading strategies in that (1) the participants were young bilinguals in multicultural Singapore; (2) the data were examined within the Student Approaches to Learning (SAL) framework developed by John…

This study of 30 gifted and 30 average secondary level readers assessed their reading processing strategies using think-aloud protocols. Gifted readers used such strategies as rereading, inferring, evaluating, predicting, and relating to content area, whereas average readers exhibited word pronouncing concern and inaccurate summarizing.…

This study examines the relationship between ESL learners' depth of vocabulary knowledge, their lexical inferencing strategy use, and their success in deriving word meaning from context. Participants read a passage containing 10 unknown words and attempted to derive the meanings of the unknown words from context. Introspective think-aloud…

This study examines the use of strategies and knowledge sources in L2 lexical inferencing and their relationship with inferential success. Data consist of introspective and retrospective think-aloud protocols of 21 intermediate ESL learners who attempted to infer new word meanings from context. Analysis reveals that (a) overall, the rate of…

A study investigated the effect of explicit instruction in reading and writing strategies on student performance in a college-level Japanese partial immersion course. Subjects were five students, four of whom had been subjects of an earlier study of reading and writing strategies and all of whom were training to be Japanese teachers. In class,…