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

Author

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  • Aigul Akhmetova
  • Gaysha Imambayeva
  • BenÅ‘ Csapó

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.

Suggested Citation

  • Aigul Akhmetova & Gaysha Imambayeva & BenÅ‘ Csapó, 2022. "Reading Strategies and Reading Achievement in Middle School: Kazakhstani Young Learners," SAGE Open, , vol. 12(3), pages 21582440221, July.
    • Handle: RePEc:sae:sagope:v:12:y:2022:i:3:p:21582440221113843
    DOI: 10.1177/21582440221113843
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    References listed on IDEAS

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    1. Negmeldin O. Alsheikh & Kouider Mokhtari, 2011. "An Examination of the Metacognitive Reading Strategies Used by Native Speakers of Arabic When Reading in English and Arabic," English Language Teaching, Canadian Center of Science and Education, vol. 4(2), pages 151-151, June.
    2. Zhan, Min, 2006. "Assets, parental expectations and involvement, and children's educational performance," Children and Youth Services Review, Elsevier, vol. 28(8), pages 961-975, August.
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    Cited by:

    1. Lin He & Ming Dong & Jing Wang, 2023. "Are Learners Aware of Their Strategy Use? Investigating EFL Learners’ Self-Perceived Metacognitive Awareness of Reading Strategies with the MARSI-R," English Language Teaching, Canadian Center of Science and Education, vol. 16(7), pages 1-81, July.

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    More about this item

    Keywords

    bilingual education; L1; L2; and EFL; middle school language learners; reading comprehension; reading skills; reading strategies;
    All these keywords.

    JEL classification:

    • L1 - Industrial Organization - - Market Structure, Firm Strategy, and Market Performance
    • L2 - Industrial Organization - - Firm Objectives, Organization, and Behavior

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