Adolescents who enjoy reading use more reading strategies in L1 and L2

Authors

  • Aline Casagrande Rosso Federal University of Rio Grande do Sul (UFRGS), Institute of Letters, Postgraduate Program in Letters, Porto Alegre, RS, Brazil. https://orcid.org/0000-0001-6498-5898
  • Ana Beatriz Arêas da Luz Fontes Federal University of Rio Grande do Sul (UFRGS), Institute of Letters, Postgraduate Program in Letters, Porto Alegre, RS, Brazil. https://orcid.org/0000-0002-8075-5256

DOI:

https://doi.org/10.15448/1984-4301.2023.1.44408

Keywords:

L1 and L2 reading, Reading enjoyment, Reading amount, Reading strategies, Metacognition

Abstract

This study aimed at verifying to what extent how much students read in Portuguese (L1) and English (L2) and how much they affirm to enjoy reading correlate to their use of metacognitive reading strategies. To this end, 114 adolescents completed two questionnaires, which addressed, in addition to other factors, the amount and enjoyment for reading. Plus, participants completed the Metacognitive Awareness of Reading Strategy Inventory (MARSI) (MOKHTARI; REICHARD, 2002), in order to capture data on how much they use reading strategies. The correlation analysis performed showed, among other results, that the more students enjoy reading, the more they tend to use reading strategies. Furthermore, there were more positive correlations between the use of strategies and the amount of reading in the L2 than how much students read in the L1. Psycholinguistic and pedagogical implications of these findings are discussed.

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Author Biographies

Aline Casagrande Rosso, Federal University of Rio Grande do Sul (UFRGS), Institute of Letters, Postgraduate Program in Letters, Porto Alegre, RS, Brazil.

She has a degree in Literature and a master's degree in Education from UNESC. She is a doctoral candidate at the PPG in Literature at UFRGS, in the field of Psycholinguistics, and completed a sandwich doctorate at the University of Texas at El Paso. She is one of the authors of the following work pertinent to the area: ROSSO, A. C.; PEREIRA, A. K. P.; ARÊAS DA LUZ FONTES, A. B.. The relationship between reading in L2 and executive functions: what the literature says. Linguistics Notebooks (ABRALIN), v. 2, no. 4, 2021. https://doi.org/10.25189/2675-4916.2021. v2.n4.id442.

Ana Beatriz Arêas da Luz Fontes, Federal University of Rio Grande do Sul (UFRGS), Institute of Letters, Postgraduate Program in Letters, Porto Alegre, RS, Brazil.

The Prof. Dr. Ana Beatriz Arêas da Luz Fontes has a PhD in Cognitive Psychology from the University of Texas at El Paso. Currently, she is a permanent professor at the PPG in Letters at UFRGS, where she works in the Psycholinguistics line. She is one of the authors of the following work pertinent to the area: RIGATTI, P. C.; ARÊAS DA LUZ FONTES, A. B. Relationships between reading experience, linguistic skills and lexical access in L2. Cadernos de Letras (UFPEL), v. 35, p. 45-58, 2019. https://doi.org/10.15210/cdl.v0i35.17350.

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Published

2023-12-05

How to Cite

Casagrande Rosso, A., & Arêas da Luz Fontes, A. B. (2023). Adolescents who enjoy reading use more reading strategies in L1 and L2. Letrônica, 16(1), e44408. https://doi.org/10.15448/1984-4301.2023.1.44408

Issue

Vol. 16 No. 1 (2023): Single Volume

Section

PSICOLINGUÍSTICA E NEUROLINGUÍSTICA EM INTERFACES

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