Reading Strategies and Reading Achievement in Middle School: Kazakhstani Young Learners

Autor/inn/en	Akhmetova, Aigul; Imambayeva, Gaysha; Csapó, Beno
Titel	Reading Strategies and Reading Achievement in Middle School: Kazakhstani Young Learners
Quelle	In: SAGE Open, 12 (2022) 3, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Akhmetova, Aigul) ORCID (Csapó, Beno)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/21582440221113843
Schlagwörter	Reading Strategies; Reading Achievement; Middle School Students; Bilingualism; Monolingualism; Russian; Turkic Languages; English (Second Language); Reading Comprehension; Native Language; Foreign Countries; Grade 6; Grade 8; Metacognition; Kazakhstan + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Leseleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Bilingualismus; Russisch; Turkish; Türkisch; English as second language; English; Second Language; Englisch als Zweitsprache; Leseverstehen; Ausland; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kasachstan
Abstract	This study explores the reading strategies (RSs) of bilingual and monolingual young learners in their first and second languages (L1 and L2, respectively)--either Kazakh or Russian as the L1 and L2--and English as a foreign language (L3). It also examines the influence of RSs on the learners' performance on reading comprehension tests in the three languages. The test results showed significant differences in L1, L2, and L3.The results for reading achievement were generally poor but significantly different between the monolinguals and bilinguals. No significant gender differences were found in the reading test results or in the use of reading strategies while reading. However, the analysis indicated that although the probability of using other strategies while completing the tasks in L1, L2, and L3 was clear, more bilingual learners used advanced RSs than monolinguals. The findings on RSs provide an in-depth understanding of the differences between young, bilingual, and monolingual Kazakhstani learners in their use of RSs while reading in their respective languages. The results have significant implications for practice, suggesting placing more emphasis on developing reading strategies while learning how to read in the first and second languages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01