دورية أكاديمية
Reading Strategies and Reading Achievement in Middle School: Kazakhstani Young Learners
| العنوان: | Reading Strategies and Reading Achievement in Middle School: Kazakhstani Young Learners |
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| اللغة: | English |
| المؤلفون: | Akhmetova, Aigul (ORCID |
| المصدر: | SAGE Open. Jul-Sep 2022 12(3):2022. |
| الإتاحة: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.comTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 15 |
| تاريخ النشر: | 2022 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education Elementary Education Grade 6 Intermediate Grades Grade 8 |
| الواصفات: | 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 |
| مصطلحات جغرافية: | Kazakhstan |
| DOI: | 10.1177/21582440221113843 |
| تدمد: | 2158-2440 |
| مستخلص: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| رقم الانضمام: | EJ1356230 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 2158-2440 |
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| DOI: | 10.1177/21582440221113843 |