Relationship Between Student-Perceived Reading Strategy Instruction and Students’ Reading Comprehension: A Serial Multiple Mediation Model

Abstract

Based on the model of reading engagement processes within classroom contexts, this research examined the link between student-perceived reading strategy instruction (RSI) and reading comprehension via multiple mediators, including autonomous reading motivation and reading strategy use (RSU), among 5,275 Chinese fourth graders. Multilevel mediation analysis showed that the direct effect of student-perceived RSI on reading comprehension was not significant at the school level but was significant at the student level. Additionally, the indirect effect of student-perceived RSI on reading comprehension through (first) autonomous reading motivation and (second) RSU was significant at both the student and school levels. The results indicate that student-perceived RSI exerts beneficial effects on student reading learning by fostering autonomous reading motivation and RSU. These findings provide pedagogical implications for directions in future reading instruction.

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Correction

Correction Statement

This article was originally published with errors, which have now been corrected in the online version. Please see Correction (https://doi.org/10.1080/10573569.2023.2173867).

Acknowledgements

We acknowledge the financial support received from the Collaborative Innovation Center of Assessment for Basic Education Quality at Beijing Normal University, and we thank all participating teachers, students, and parents. We also acknowledge the assistance provided by Professor Hau Kit-Tai and Doctor Xiao Lei-Feng in commenting on earlier drafts of this paper and data analysis.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

The data that support the findings of this study are available from the corresponding author upon reasonable request.

Additional information

Funding

This research was supported by grants from the Collaborative Innovation Center of Assessment for Basic Education Quality at Beijing Normal University [17QYHXA001].