Proceedings of the 2023 7th International Seminar on Education, Management and Social Sciences (ISEMSS 2023)

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Investigating Reading Comprehension Strategies among English Language Learners in Middle Schools: A Systematic Review

Authors
Yonglin Ruan1, *
1School of Education, Johns Hopkins University, Baltimore, MD, 21210, USA
*Corresponding author. Email: yruan5@alumni.jh.edu
Corresponding Author
Yonglin Ruan
Available Online 31 October 2023.
DOI
10.2991/978-2-38476-126-5_21How to use a DOI?
Keywords
Reading comprehension; Reading strategies; Instructions; English as a Second Language (ESL)
Abstract

Literacy levels among middle school students can be a significant indicator of academic success and college readiness in a knowledge-based society, while the reading performance of ESL adolescents is well below the average due to language proficiency, background knowledge of the reading texts, and selection of reading strategies. However, reading is a multidimensional task, and research on secondary school reading performance over the past decades is limited. A brief overview of the nature of reading comprehension is presented within multiple theoretical frameworks, and the application of cognitive and metacognitive strategies varies given the characteristics of native speakers and non-native speakers are emphasized. The paper analyzes possible factors influencing ESL students’ reading comprehension according to reading comprehension frameworks and provides multiple pedagogical suggestions for educators to close the academic achievement gap among middle school students. Struggling ESL students should take advantage of their unique bilingual strategies and practice cognitive and metacognitive strategies in the reading process.

Copyright
© 2023 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the 2023 7th International Seminar on Education, Management and Social Sciences (ISEMSS 2023)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
31 October 2023
ISBN
10.2991/978-2-38476-126-5_21
ISSN
2352-5398
DOI
10.2991/978-2-38476-126-5_21How to use a DOI?
Copyright
© 2023 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Yonglin Ruan
PY  - 2023
DA  - 2023/10/31
TI  - Investigating Reading Comprehension Strategies among English Language Learners in Middle Schools: A Systematic Review
BT  - Proceedings of the 2023 7th International Seminar on Education, Management and Social Sciences (ISEMSS 2023)
PB  - Atlantis Press
SP  - 169
EP  - 177
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-126-5_21
DO  - 10.2991/978-2-38476-126-5_21
ID  - Ruan2023
ER  -