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Article published In: Journal of Second Language Studies
Vol. 4:1 (2021) ► pp.154–192

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Improving second language reading comprehension through reading strategies

A meta-analysis of L2 reading strategy interventions

 | Utrecht University
 | Utrecht University
 | Utrecht University
Published online: 16 April 2021
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https://doi.org/10.1075/jsls.19013.yap
Abstract
Effective readers consciously or unconsciously use reading strategies to help them process information on what they read. All readers can benefit from reading strategy instruction but, empirical research on which strategies are effective is lacking. Less is known about reading strategy effectiveness in a second language (L2). This meta-analysis of 46 L2 reading strategy studies analysed ten reading strategies, also in combination with a range of pedagogical approaches, and found an overall mean effect size of 0.91, underscoring the benefits of multi strategy teaching. Effect sizes were calculated for each strategy, as well as the combination of strategy with approach, instructor type, intervention duration and type of test used. Some strategies were more effective than others. Also, differences in effect sizes are dependent on the approach used. Some pedagogical approaches are effective for some strategies but not with all. We recommend further research in L2 reading strategy interventions and instruction.
Article outline
  • 1.Introduction
  • 2.Method
    • 2.1Search procedures, inclusion and exclusion criteria
    • 2.2Coding procedure
      • Reading strategies and descriptions
    • 2.3Calculation of effect sizes
    • 2.4Main effects analysis and moderator analysis
    • 2.5Description of studies included in the meta-analysis
  • 3.Results
    • 3.1Preliminary analysis
    • 3.2Differences in reading strategies
    • 3.3Pedagogical approaches
    • 3.4Contextual variables of teacher type and test
  • 4.Discussion
    • 4.1Limitations of this study
    • 4.2Suggestions for further research
    • 4.3Recommendations for teaching practices
  • Notes
  • References
References (130)
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2025. The Impact of a Tier 1 Intervention on Fifth and Sixth Graders’ Reading Comprehension, Reading Strategy Use, and Reading Motivation. Learning Disability Quarterly 48:2 ► pp. 102 ff. DOI logo
Busse, Vera, Steve Graham & Hilde Van Keer
2025. Feedback to diverse language learners: Where are we and where do we need to go in literacy research? An introduction to the Special Issue on Literacy and Feedback. Learning and Instruction 97 ► pp. 102035 ff. DOI logo
de Zarobe, Yolanda Ruiz
2025. Reading Strategy Instruction and Transfer Across Skills in a Multilingual Context. In Re-envisioning English-Medium Instruction in K-12 Schools, ► pp. 3 ff. DOI logo
Devi, G. Sandhiya & Divya John
2025. Teaching Reading Skills in the Indian Engineering Context: Challenges and Experiences. Journal of College Reading and Learning 55:1 ► pp. 6 ff. DOI logo
Joo, Dayoung & Diane Belcher
2025. Human-AI collaborative reading in academic contexts: An exploratory case study. Journal of English for Academic Purposes 78 ► pp. 101571 ff. DOI logo
Ma, Lei
2025. Effects of literature circles activity on reading comprehension of L2 English learners: a meta-analysis. Humanities and Social Sciences Communications 12:1 DOI logo
Thumbeck, Sarah-Maria, Sophie Chesneau & Frank Domahs
2025. A strategy-based reading intervention in aphasia: a mixed methods approach to explore individual differences in treatment response. Aphasiology ► pp. 1 ff. DOI logo
Weng, Tsung‐han
2025. Effects of Motivation on Reading Performance Among Han and Tibetan EFL Learners: The Mediating Role of Reading Strategies. International Journal of Applied Linguistics DOI logo
Yamashita, Junko & Eun Hee Jeon
2025. L2 Reading Acquisition. In Reference Module in Social Sciences, DOI logo
Zhang, Tianai
2025. Music and Language: Exploring the Acoustic Dimension of ESL Silent Reading Comprehension Through Music Perception, Phonological Awareness, and Auditory Working Memory. Reading Research Quarterly 60:3 DOI logo
Zou, Deyan, Huahui Zhang, Ying Zhao & Piao Xu
2025. Unleashing the potential: how ChatGPT improves gisting skills in student interpreters. The Interpreter and Translator Trainer ► pp. 1 ff. DOI logo
Jeon, Eun-Hee & Junko Yamashita
2024. A Review of Meta-Analyses of Correlation Coefficients on L2 Reading Comprehension. Education Sciences 14:7 ► pp. 715 ff. DOI logo
Thumbeck, Sarah‐Maria, Philipp Schmid, Sophie Chesneau & Frank Domahs
2024. Efficacy of reading strategies on text‐level reading comprehension in people with post‐stroke chronic aphasia: A repeated measures study. International Journal of Language & Communication Disorders 59:3 ► pp. 1066 ff. DOI logo
Busse, Vera & Ilonca Hardy
2023. Literalität und Mehrsprachigkeit: Begriffsklärungen, Förderansätze und Forschungsbefunde. Unterrichtswissenschaft 51:2 ► pp. 149 ff. DOI logo
Cohen, Andrew D., Peter Yongqi Gu, Martha Nyikos, Luke Plonsky, Vee Harris, Pamela Gunning, Isobel Kai-Hui Wang, Mirosław Pawlak, Zoe Gavriilidou, Lydia Mitits, Julie M. Sykes & Xuesong (Andy) Gao
2023. Tangible insights on the strategizing of language learners and users. Language Teaching 56:3 ► pp. 313 ff. DOI logo
Wang, Ying
2023. Enhancing English reading skills and self-regulated learning through online collaborative flipped classroom: a comparative study. Frontiers in Psychology 14 DOI logo
Yang, Lei, Ying Xiong & Qi Chen
2023. The role of linguistic and cognitive skills in reading Chinese as a second language: A path analysis modeling approach. Frontiers in Psychology 14 DOI logo
Bita Moradi
2022. Intervention in EFL Learners’ Reading Comprehension, Motivation, and Anxiety: A Team-Based Multi-Strategy Instruction. International Journal of Research in English Education 7:3 ► pp. 16 ff. DOI logo

This list is based on CrossRef data as of 13 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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