Skip to main content
Have a personal or library account? Click to login
The effects of supplementary reading materials on the strategic reading skills of EFL students: an experimental study Cover

The effects of supplementary reading materials on the strategic reading skills of EFL students: an experimental study

Open Access
|Jun 2026

References

  1. Abbasi, Z., Azizifar, A., Gowhary, H., & Heidari, M. (2015). The effect of supplementary materials on reading comprehension improvement of Iranian female high school EFL learners based on Gaj and Khate Sefid text books. Advances in Language and Literary Studies, 6(4), 179-184.
  2. Abdalkareem, S. K., & Ahmed, A. A. (2025). Enhancing primary school students’ spelling proficiency through orthographic activities. GADING (Online) Journal for the Social Sciences, 28(1), 123-131.
  3. Acar-Erdol, T., & Akin-Arikan, Ç. (2022). Gender gap in reading achievement: The mediating role of metacognitive strategies and reading-related attitudes. Social Psychology of Education, 25(2), 537-566.
  4. Ahmadi, A., & Mansoordehghan, S. (2012). Comprehending a non-text: A study of gender-based differences in EFL reading comprehension. Journal of Language Teaching & Research, 3(4).
  5. Ahmed, A., & Ariannejad, A. (2025). An empirical study of digital literacy among Iraqi Kurdish EFL teachers. Applied Research on English Language, 14(1), 81-106.
  6. Arı, G. (2017). Basic concepts of reading instruction. International Journal of Languages’ Education and Teaching, 5(4), 484-503.
  7. Arwuttawin, P., & Porkaew, K. (2018). The attitudes of Thai undergraduate students towards the use of news articles as supplementary English reading materials. An independent study of Master of Arts in Career English for International communication, Language Institute, Thammasat University.
  8. Azmi, A., Yusra, K., & Arifuddin, A. (2020). The effect of skimming and scanning strategies on students’ reading comprehension at computer-based text. In Proceedings of the 1st Annual Conference on Education and Social Sciences (ACCESS 2019) (Advances in Social Science, Education and Humanities Research). Atlantis Press. https://doi.org/10.2991/assehr.k.200827.019
  9. Bajrami, M. (2020). The use of supplementary materials for teaching high school students in EFL. ANGLISTICUM. Journal of the Association-Institute for English Language and American Studies, 9(11), 10-16.
  10. Baker, L., & Beall, L. C. (2014). Metacognitive processes and reading comprehension. In Handbook of research on reading comprehension (pp. 397-412). Routledge.
  11. Dambacher, M. (2010). Bottom-up and top-down processes in reading: Influences of frequency and predictability on event-related potentials and eye movements (Vol. 1). Universitätsverlag Potsdam.
  12. Dechant, E. (2013). Understanding and teaching reading: An interactive model. Routledge.
  13. Diastuti, K., Diani, R., Saregar, A., Anugrah, A., & Fitri, M. R. (2024). Blended project-based learning model on 21st century skills: A qualitative content analysis. Journal of Philology and Educational Sciences, 3(1), 58-71.
  14. Dörnyei, Z., & Csizér, K. (2012). How to design and analyze surveys in second language acquisition research. Research methods in second language acquisition: A practical guide, 1, 74-94.
  15. Edele, A., & Stanat, P. (2016). The role of first-language listening comprehension in second-language reading comprehension. Journal of Educational Psychology, 108(2), 163.
  16. Elleman, A. M., & Oslund, E. L. (2019). Reading comprehension research: Implications for practice and policy. Policy insights from the behavioral and brain sciences, 6(1), 3-11.
  17. Erfiani, N. N., Ngadiso, N., & Suparno, S. (2019). Developing supplementary reading materials for grade 11 students at a multimedia study program. Studies in English Language and Education, 6(1), 13-25.
  18. Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language teaching, 40(2), 97-118.
  19. Graesser, A. C. (2007). An introduction to strategic reading comprehension. Reading comprehension strategies: Theories, interventions, and technologies, 2579, 3-26.
  20. Granocchio, E., De Salvatore, M., Bonanomi, E., & Sarti, D. (2023). Sex‐related differences in reading achievement. Journal of neuroscience research, 101(5), 668-678.
  21. Haas, C., & Flower, L. (1988). Rhetorical reading strategies and the construction of meaning. College Composition & Communication, 39(2), 167-183.
  22. Kendeou, P., & O’Brien, E. J. (2017). Reading comprehension theories: A view from the top down. In The Routledge handbook of discourse processes (pp. 7-21). Routledge.
  23. Mariam, S. (2016). Improving Students’ Skimming and Scanning in Reading Skill by Applying Metacognitive Strategy. Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature, 2(1), 70-80.
  24. Mohammed, B. J. (2023). An exploration of the key differences between written and spoken language through the linguistic evaluation. Journal of Philology and Educational Sciences, 2(2), 46-54.
  25. Mohammed, S., & Hasan, F. (2023). Investigating Kurdish EFL students’ speed reading and reading comprehension levels at the university of duhok. Humanities Journal of University of Zakho, 11(3), 643-652.
  26. Muhammed, S. J. (2016). Developing vocabulary strategies among Kurdish EfL students of English as a foreign language. Book of Proceeding, 520.
  27. Ngongare, G., Samalo, N., & Rettob, A. (2021). The influence of gender on reading comprehension. Journal of English Language and Literature Teaching, 5(2).
  28. Noho, H., Fatsah, H., & Talib, R. (2018). Developing supplementary English reading materials for vocational high school. International Journal of Humanities and Innovation (IJHI), 1(2), 39-45.
  29. Othman, H. G. (2017). Examining language learning strategies used by Kurdish monolingual (Kurdish) and bilingual (Kurdish-Arabic) speakers as EFL learners. Humanities Journal of University of Zakho, 5(3), 873-881.
  30. Pearson, P. D., & Cervetti, G. N. (2015). Fifty years of reading comprehension theory and practice. Research-based Practices for Teaching Common Core Literacy, 22, 1-24.
  31. Phimthong, T., Nuangchalerm, P., Thumsiriwat, J., Dostál, J., & Wongtiankul, W. (2024). Experimental science skills of 9th-Grade students through Inquiry-Based Learning. Journal of Philology and Educational Sciences, 3(2), 14-22.
  32. Pikulski, J. J., & Chard, D. J. (2005). Fluency: Bridge between decoding and reading comprehension. The Reading Teacher, 58(6), 510-519.
  33. Reis, S. M., McCoach, D. B., Coyne, M., Schreiber, F. J., Eckert, R. D., & Gubbins, E. J. (2007). Using planned enrichment strategies with direct instruction to improve reading fluency, comprehension, and attitude toward reading: An evidence-based study. The Elementary School Journal, 108(1), 3-23.
  34. Sadoski, M. (2018). Reading comprehension is embodied: Theoretical and practical considerations. Educational Psychology Review, 30(2), 331-349.
  35. Saeid, S. F. (2024). Using peer interaction to improve listening and speaking skills in secondary EFL context. Journal of Philology and Educational Sciences, 3(2), 23-37.
  36. Subich, V. G., Shangaraeva, L. F., & Zakirova, L. R. (2016). Improvement of the English language communicative competencies by means of authentic texts. Journal of Language and Literature, 7(2), 257-261.
  37. Varga, A. (2017). Metacognitive perspectives on the development of reading comprehension: a classroom study of literary text‐talks. Literacy, 51(1), 19-25.
  38. Wang, Y.-H. (2016). Reading strategy use and comprehension performance of more successful and less successful readers: A think-aloud study. Educational Sciences: Theory and Practice, 16(5), 1789-1813.
DOI: https://doi.org/10.2478/rem-2026-0002 | Journal eISSN: 2037-0849 | Journal ISSN: 2037-0830
Language: English
Page range: 1 - 9
Published on: Jun 30, 2026
In partnership with: Paradigm Publishing Services
Publication frequency: 2 issues per year

© 2026 Atta Ahmed, Dekan J. Hama Saeed, Sonia F. Hasib, published by SIREM (Società Italiana di Ricerca sull’Educazione Mediale)
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.