Collaborative Center for Literacy Development

This study investigates relationships among adolescent students’ perceived use of academic reading strategies and reading achievement, age, and gender. Good readers reported using global and problem-solving strategies to a greater extent than poor readers. Surface-level problem-solving strategies were more strongly related to higher reading achievement than deep-level problem-solving strategies. Poor readers used support strategies to a greater extent than good readers, and surface-level support strategies were more strongly related to lower reading achievement than deep-level support strategies. The negative relationship between support strategy use and reading ability was stronger for younger adolescents than for older adolescents. Girls reported using all types of academic reading strategies to a greater extent than boys. This study points to the need to consider learner characteristics when teaching reading strategies.