Clarifying Differences Between Reading Skills and Reading Strategies

By Peter Afflerbach, P. David Pearson, S. Paris. 2008

684 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/89632672a9e0f3829fd961218c527615713fb4f1

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In Developmental and Educational Psychology

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Citations in the corpus

Effects of reading strategy instruction in English as a second language on students’ academic reading comprehension (2021, background): “Afflerbach, Pearson and Paris (2008) noted that reading strategies are in fact techniques the reader employs that over time may become an automatic part of the reading process but will require practice and frequent use “during reading in order to become so” (Afflerbach et al., 2008, p. 368).”
Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement (2008, background): “' Afflerbach et al. (2008) mentioned that a beginning student who asks him or herself questions to clarify his or her comprehension of course material performs a deliberate metacognitive act of selfquestioning that serves the student's goal of monitoring and building better comprehension.”
A Dynamic Metacognitive Systems Account of Chinese University Students' Knowledge About EFL Reading (2010, background): “especially in the United States, leading researchers such as Afflerbach et al. (2008) have since come to terms with what are popular beliefs and”
The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language (2019, background): “Metacognitive reading strategies refer to specific, deliberate, goal-directed mental processes or behaviour that control and modify the reader’s attempts to understand texts (Afflerbach et al., 2008).”
Feedback providing improvement strategies and reflection on feedback use: Effects on students’ writing motivation, process, and performance (2012, background): “Thus, the same actions could be either a skill or a strategy, depending on the learners’ awareness, control, and intention (Afflerbach et al., 2008).”