A brief review of the effect of reading strategy instruction on L2 reading comprehension: A discussion of types, amount, L2 proficiency, and age

Abstract

L2 reading, as a dominant source of language input, is an essential skill contributing to language learners’ academic success across various educational contexts. The process of teaching that strategy is reading strategy instruction (RSI). A considerable amount of literature has provided important information on the effect of RSI on improving L2 reading. This article briefly reviews the effect of reading strategy instruction on L2 reading comprehension from the perspective of the types and amount of RSI, L2 proficiency, and age.