Raising the Achievement of Young-beginner Readers of French through Strategy Instruction

TLDR

Low reading achievement among young‑beginner French learners in England is driven by multiple factors, and few longitudinal strategy‑instruction studies exist for this group. The study investigates whether a 14‑month reading strategy program can enhance comprehension, strategy use, and attitudes in 11‑12‑year‑old beginner French learners. Sixty‑two students received the program, with pre‑ and post‑intervention measures of comprehension, strategy use, and attitudes compared to a control group of 54 students. The intervention led to significant gains in comprehension of simple and complex texts, increased strategy use, and more positive attitudes toward reading.

Abstract

This article reports on an intervention study of reading comprehension among young-beginner learners of French as a foreign language (L2) in England. A number of factors are currently contributing to low achievement in reading among this population of learners. Although research into reading strategies is extensive, and there is some evidence of success in reading strategy instruction, very few studies have focused on beginner readers and there are no examples of longitudinal interventions such as this one. A sample of 62, 11–12 year olds underwent a programme of reading strategy instruction lasting 14 months. Measures were taken of French reading comprehension, reading strategy use and attitudes towards French before and after the intervention and findings compared with a group of 54 students not receiving the intervention. Results suggest that strategy instruction improved comprehension of both simple and more elaborate texts, brought about changes in strategy use, and improved attitudes towards reading.