[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-30067":3,"doc-seo-30067":21},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"file_id":15,"file_url":16,"file_type":17,"file_size":18,"view_count":4,"is_deleted":4,"is_public":19,"is_downloadable":19,"audit_status":19,"update_tm":20},30067,1099514067438,"River Wang","https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc",8,"Research & Report","L1-Assisted L2 Reading Comprehension Evidence from the Differential Impacts of L1 Pre- and Post-Reading Questions","This study tests an L1-assisted processing mechanism in L2 reading by experimentally varying the timing (pre- vs. post-reading) and question type (detail-oriented vs. integrative) that direct readers’ processing strategies. One hundred twenty-eight bilingual university learners with Chinese as L1 and English as L2 complete prompt-question and expository-text sequences in a 2×2 design, followed by two post-reading measures: an English network-mapping task for integrative comprehension and an English multiple-choice test for detail information. Pre-reading detail prompts speed reading and improve accuracy on local items, while post-reading integrative prompts enhance coherence and concept-network structure, supporting delayed integration. L1 prompts also show robust cross-linguistic benefits when aligned to cognitive demand and task timing.","cbCaicANKb5E0aEZ","https://ap.wps.com/l/cbCaicANKb5E0aEZ","pdf",1308794,1,1778285474,{"code":4,"msg":22,"data":23},"ok",{"site_id":24,"language":25,"slug":26,"title":13,"keywords":27,"description":14,"schema_data":28,"social_meta":62,"head_meta":64,"extra_data":66,"updated_unix":20},105,"en","l1-assisted-l2-reading-comprehension-evidence-from-the-differential-impacts-of-l1-pre-and-post-reading-questions","",{"@graph":29,"@context":61},[30,47],{"@type":31,"itemListElement":32},"BreadcrumbList",[33,37,41,44],{"item":34,"name":35,"@type":36,"position":19},"https://docshare.wps.com","Home","ListItem",{"item":38,"name":39,"@type":36,"position":40},"https://docshare.wps.com/document/","Document",2,{"item":42,"name":12,"@type":36,"position":43},"https://docshare.wps.com/document/research-report/",3,{"item":45,"name":13,"@type":36,"position":46},"https://docshare.wps.com/document/l1-assisted-l2-reading-comprehension-evidence-from-the-differential-impacts-of-l1-pre-and-post-reading-questions/30067",4,{"url":45,"name":13,"@type":48,"author":49,"headline":13,"publisher":51,"fileFormat":54,"description":14,"dateModified":55,"datePublished":55,"encodingFormat":54,"isAccessibleForFree":56,"interactionStatistic":57},"DigitalDocument",{"name":9,"@type":50},"Person",{"url":34,"name":52,"@type":53},"DocShare","Organization","application/pdf","2026-05-09",true,{"@type":58,"interactionType":59,"userInteractionCount":4},"InteractionCounter",{"@type":60},"ViewAction","https://schema.org",{"og:url":45,"og:type":63,"og:title":13,"og:site_name":52,"og:description":14},"article",{"robots":65,"canonical":45},"index,follow",{"doc_id":7,"site_id":24}]