Relationship between student-perceived reading strategy instruction and students’ reading comprehension: A serial multiple mediation model

Quan QIAN, Guomin ZHENG, Xianhan Yvonne HUANG, Xian LIAO

Research output: Contribution to journalArticlespeer-review

1 Citation (Scopus)

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. Copyright © 2023 Taylor & Francis Group, LLC.

Original languageEnglish
Pages (from-to)582-597
JournalReading & Writing Quarterly
Volume39
Issue number6
Early online dateJan 2023
DOIs
Publication statusPublished - 2023

Citation

Qian, Q., Zheng, G., Huang, X., & Liao, X. (2023). Relationship between student-perceived reading strategy instruction and students’ reading comprehension: A serial multiple mediation model. Reading & Writing Quarterly, 39(6), 582-597. https://doi.org/10.1080/10573569.2023.2165464

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