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

Autor/inn/en	Qian, Quan; Zheng, Guomin; Huang, Xianhan; Liao, Xian
Titel	Relationship between Student-Perceived Reading Strategy Instruction and Students' Reading Comprehension: A Serial Multiple Mediation Model
Quelle	In: Reading & Writing Quarterly, 39 (2023) 6, S.582-597 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Qian, Quan) ORCID (Huang, Xianhan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2023.2165464
Schlagwörter	Reading Strategies; Reading Instruction; Reading Comprehension; Grade 4; Foreign Countries; Reading Motivation; Elementary School Students; Student Attitudes; China + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Leseunterricht; Leseverstehen; School year 04; 4. Schuljahr; Schuljahr 04; Ausland; Lesemotivation; Schülerverhalten
Abstract	Based on the model of reading engagement processes within classroom contexts, this research examined the link between student-perceived reading strategy instruction (RSI) and reading comprehension via multiple mediators, including autonomous reading motivation and reading strategy use (RSU), among 5,275 Chinese fourth graders. Multilevel mediation analysis showed that the direct effect of student-perceived RSI on reading comprehension was not significant at the school level but was significant at the student level. Additionally, the indirect effect of student-perceived RSI on reading comprehension through (first) autonomous reading motivation and (second) RSU was significant at both the student and school levels. The results indicate that student-perceived RSI exerts beneficial effects on student reading learning by fostering autonomous reading motivation and RSU. These findings provide pedagogical implications for directions in future reading instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01