[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600937-105":59,"doc-detail-600937-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-reading-comprehension-strategies-of-second-language-learners-a-spanish-english-study","The Reading Comprehension Strategies of Second Language Learners - A Spanish-English Study","","The study identifies the reading comprehension strategies used by English-speaking college students enrolled in beginning, intermediate, and advanced Spanish classes at a Midwestern U.S. university. It reports that readers commonly relied on similar strategies across second-language reading tasks regardless of Spanish proficiency. A qualitative distinction appears in how low-, middle-, and high-proficiency readers applied these strategies. The findings also show that readers of all proficiency levels used their first language when reading in the second language.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-reading-comprehension-strategies-of-second-language-learners-a-spanish-english-study/600937/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-reading-comprehension-strategies-of-second-language-learners-a-spanish-english-study/600937.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the study?","Question",{"text":112,"@type":113},"The study aimed to identify and describe the reading comprehension strategies used by English-speaking college students in beginner, intermediate, and advanced Spanish classes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Did strategy use differ across Spanish proficiency levels?",{"text":117,"@type":113},"Readers tended to use similar strategies overall, but qualitative differences emerged in how low-, middle-, and high-proficiency readers used those strategies.",{"name":119,"@type":110,"acceptedAnswer":120},"How did first-language knowledge affect second-language reading?",{"text":121,"@type":113},"Readers of all proficiency levels used their first language when reading in their second language.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600937,1792165186,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","The Reading Comprehension Strategies of Second Language Learners: A Spanish-English Study  \nKaren Acosta  \nValdosta State University  \nAbstract  \nThis study identified the reading comprehension strategies that English-speaking college students enrolled in beginner, intermediate, and advanced Spanish language classes ata major Midwestern university in the United States used to comprehend a text in their second language. The findings suggest that readers tended to use the same comprehension strategies when approaching a text in their second language, regardless of their proficiency level. However, there was a qualitative difference in how these strategies were used by readers of low, middle, and high proficiency in Spanish. Readers of all levels used their first language when reading in their second language.  \nKey words: reading comprehension, reading comprehension strategies, second language reading, Spanish language learners  \nBackground  \nResearchers, educators, and foreign language program directors that work with students who are learning a second language need to understand what learners do when they approach language and literacy tasks in that language. The purpose of this study was to identify and describe the reading comprehension strategies used by college students who were native speakers of English and who were enrolled in beginning, intermediate, and advanced Spanish foreign language classes at a major Midwestern university in the United States.  \nIdentifying what readers do when they encounter a text in a foreign language and understanding their thought processes more thoroughly may provide relevant information to the development of curriculum and instruction, potentially guiding teacher training and informing curriculum planning decisions. Furthermore, educators who understand what readers of different proficiency levels do—and what they need to do in order to be successful in their reading efforts—will be more likely to attend to their students’ specific needs, helping them move toward achieving higher levels of reading and language proficiency.  \nLiterature Review  \nVocabulary  \nVocabulary plays a major role in reading comprehension for both L1 and L2 readers (Coady, 1997; NRP, 2000; NLP, 2006), since, without vocabulary, reading a text and understanding its meaning are not possible. According to Nation (1990,  \n58 Dimension 2019  \n2001), to be successful readers, L2 learners need to know approximately 98% of the words that are in the materials they read. This means that L2 readers need to have and use their knowledge of L2 vocabulary in order to function in a second language successfully. While an essential vocabulary base of 2,000 words (Hinkel, 2006; Hirsh & Nation, 1992; Nation, 1990) is sufficient for daily interaction, that number increases to 5,000 if the goal is to comprehend written texts that are addressed to a general audience (Nation, 1990; Hirsh & Nation, 1992) .  \nL2 readers may benefit from using cognates by drawing from prior knowledge in their L1 when encountering new words in the second language (Tindall & Nisbet, 2010) . However, the transfer of cognates requires a certain degree of awareness on the part of the reader, as not all words that look or sound alike are cognates. False cognates may be a source of misunderstanding and confusion for L2 readers. In addition, the transfer of L1 to L2 vocabulary does not occur when the writing systems of the two languages are different (Birch, 2002; Koda, 1999, 2005; Hinkel, 2006), such as Chinese and Hebrew.  \nVocabulary development is aided by extensive reading in the L2 (Coady, 1993; Constantino, Lee, Cho, & Krashen, 1997; Hinkel, 2006; Lervåg & Aukrust, 2010; Nation, 2001; Pitts, White, & Krashen, 1989) because extensive reading offers learners exposure to new and old vocabulary. However, the process is gradual and may only become evident after a certain level of L2 proficiency is achieved (Coady, 1993) . Consequently, for less proficient language l","cbCaidEcdMbDXA0e","https://ap.wps.com/l/cbCaidEcdMbDXA0e","pdf",261745,29,"English","# Abstract\n# Background\n# Literature Review\n## Vocabulary\n## Reading Comprehension\n## L2 Reading Comprehension Strategies","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"The study aimed to identify and describe the reading comprehension strategies used by English-speaking college students in beginner, intermediate, and advanced Spanish classes.\"},{\"question\":\"Did strategy use differ across Spanish proficiency levels?\",\"answer\":\"Readers tended to use similar strategies overall, but qualitative differences emerged in how low-, middle-, and high-proficiency readers used those strategies.\"},{\"question\":\"How did first-language knowledge affect second-language reading?\",\"answer\":\"Readers of all proficiency levels used their first language when reading in their second language.\"}]","The Reading Comprehension Strategies of Second Language Learners - A Spanish-English Study | PDF",1792091668,73]