Authors: Alan M. Taylor
Addresses: Department of Foreign Languages and Literatures, Brigham Young University-Idaho, Smith 450, Rexburg, Idaho 83460, USA
Abstract: Extensive research on the effects of interventions to improve L2 reading has been conducted yet the results are often not conclusive. The present research synthesis intends to provide a more accurate measurement of studies that have attempted to improve L2 reading comprehension. It includes 62 studies conducted on either explicit reading strategy training (ERST) or native language (L1) glosses. Besides updating past meta-analyses conducted on ERST and L1 glossing, it concludes that reading comprehension can be more effective (g = .64) whether through glossing or ERST. Moderating variables were identified and analysed, including type of intervention, learning context, test task and learning level.
Keywords: reading strategy training; glossing; native language glosses; L2 learning; reading comprehension; second language development.
International Journal of Quantitative Research in Education, 2014 Vol.2 No.1, pp.39 - 68
Received: 11 Dec 2012
Accepted: 29 Aug 2013
Published online: 23 May 2014 *