Reading Strategies and Reading Achievement in Middle School: Kazakhstani Young Learners

This study explores the reading strategies (RSs) of bilingual and monolingual young learners in their first second languages (L1 L2, respectively)—either Kazakh or Russian as L1 L2—and English a foreign language (L3). It also examines influence RSs on learners’ performance comprehension tests three languages. The test results showed significant differences L1, L3.The for achievement were generally poor but significantly different between monolinguals bilinguals. No gender found use while reading. However, analysis indicated that although probability using other completing tasks L3 was clear, more used advanced than monolinguals. findings provide an in-depth understanding young, bilingual, Kazakhstani respective have implications practice, suggesting placing emphasis developing learning how to read