Relationships among learner characteristics and adolescents' perceptions about reading strategy use

Susan Chambers Cantrell, Janis C. Carter

Research output: Contribution to journalArticlepeer-review

17 Scopus citations

Abstract

This study investigates relationships among adolescent students' perceived use of academic reading strategies and reading achievement, age, and gender. Good readers reported using global and problem-solving strategies to a greater extent than poor readers. Surface-level problem-solving strategies were more strongly related to higher reading achievement than deep-level problem-solving strategies. Poor readers used support strategies to a greater extent than good readers, and surface-level support strategies were more strongly related to lower reading achievement than deep-level support strategies. The negative relationship between support strategy use and reading ability was stronger for younger adolescents than for older adolescents. Girls reported using all types of academic reading strategies to a greater extent than boys. This study points to the need to consider learner characteristics when teaching reading strategies.

Original languageEnglish
Pages (from-to)195-224
Number of pages30
JournalReading Psychology
Volume30
Issue number3
DOIs
StatePublished - May 2009

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Linguistics and Language

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