#3636. Examining the effects of integrated instruction on Chinese sixth-graders’ reading comprehension, motivation, and strategy use in reading fiction books

October 2026publication date
Proposal available till 02-06-2025
4 total number of authors per manuscript0 $

The title of the journal is available only for the authors who have already paid for
Journal’s subject area:
Linguistics and Language;
Education;
Speech and Hearing;
Neuropsychology and Physiological Psychology;
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Abstract:
Reading is a complex task that requires cognitive and emotional engagement. The integrated instruction approach, incorporating strategy instruction and literature circles, was developed to improve students’ reading comprehension, reading motivation, and strategy use in reading fiction books. A reading comprehension test, reading motivation questionnaire, and strategy questionnaire were used to measure students’ abilities before and after the quasi-experiment. The results indicated that the students in the INI group significantly improved their reading comprehension, all aspects of reading motivation, and strategy use. These findings reveal evidence-based effects of INI and LC on multiple reading outcomes in the cultural and lingual context.
Keywords:
Fiction reading; Integrated instruction; Literature circle; Reading comprehension; Reading motivation; Reading strategies

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