Skip to content

Two-stage reading strategy training: awareness raising followed by application practice

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The article's training design unfolded in two stages. Stage one raised awareness through discussion of the questionnaire results and explicit explanation and demonstration of the selected strategies, using multimedia-computer aids. Stage two integrated the strategies into regular classroom activities, with teacher demonstration, group and pair work grounded in Vygotsky's view that "cognitive development occurs wh en concepts first learned through social interaction become internalized", and summary tasks linking reading to writing.

Design Implications

Context

Requirements

  • Strategies selected for training should be those showing significant differences between efficient and non-efficient readers
  • The same amount of reading text should be provided across conditions

Constraints

  • The training was carried out in a natural teaching environment with second-year non-English majors over five weeks

Target Learners

  • non-English-major college students in an extensive reading course

Learning Goals

  • reading comprehension
  • strategic reading
  • summarizing

Claims

Examples

-

Key Sources

  • Xiaoling Yang. (2017). On Non-English Majors' Strategy Training in English Reading Comprehension. English Language Teaching, 10(10). https://doi.org/10.5539/elt.v10n10p153
Page metadata
Field Value
type design
id two-stage-reading-strategy-training
title Two-stage reading strategy training: awareness raising followed by application practice
description The article's training design unfolded in two stages.
status review
generated by process:settle-candidates on 2026-11-02
trust unverified — no one has confirmed this page's content
sources 1 — xiaoling-yang-2017

Frontmatter is the page's machine-readable record — see the Schema & Guide.