|
Abstract:
|
Research into reading strategies and strategy instruction has indicated their effectiveness and beneficial effects on reading improvement . However , additional effort and support is needed in real -world teaching environments for students to benefit from these research findings . This report reviews research on the effectiveness of the use of L2 reading strategies and strategy instruction . Based on research conclusions , this paper discusses the patterns of strategy use adopted by both proficient and less proficient readers to shed light on what kinds of strategies should be taught and how . It argues that teachers have important roles to play in selecting strategies for instruction and teaching them ; teachers need to consider such factors as proficiency levels , text type and task goals . This paper concludes with pedagogical implications , suggesting teachers play roles as coaches and scaffolders , and offering nine strategies for instruction . |