Previous meta-analyses of reading strategy (RS) instruction in second and foreign language (L2) contexts have consistently shown that RS instruction has a positive impact on reading comprehension. However, whether RS instruction can promote both the use of RS "and" reading comprehension among English L2 learners is unclear. The effect of…

Despite the preponderance of research on extensive reading (ER), the research field still suffers from a lack of common understanding of what ER is and how it should be implemented. From the perspective of Day and Bamford's (2002) seminal ten principles for teaching ER, the present methodological synthesis aimed to systematically review and…

In reading research, studies on good and poor reader characteristics abound. However, these findings remain largely scattered in applied linguistics and cognitive and educational psychology. This paper attempts to synthesize current theory and research on the topic in the past 20 years along 3 dimensions: language knowledge and processing ability,…