International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Call for Paper Volume 7, Issue 3 (May-June 2025) Submit your research before last 3 days of June to publish your research paper in the issue of May-June.
Submit Research Paper Join as a Reviewer

Plagiarism is checked by the leading plagiarism checker TurnItIn

Call for Paper

Volume 7 Issue 3
May-June 2025

Submit your research paper

Indexing Partners
Academia Advanced Sciences Index Bielefeld Academic Search Engine CiteSeer DRJI Google Scholar Independent Search Engine & Directory Network ISI (International Scientific Indexing) Issuu Mendeley Research Networks
RefSeek ResearcherId - Thomson Reuters ResearchGate Scirus Scribd Semantic Scholar UTeM - Universiti Teknikal Malaysia Melaka Wiki for Call for Papers WorldCat Zenodo

Close Reading Strategies and Academic Reading Engagement of Senior High School Students

Author(s) Ms. Sixuan Meng
Country Philippines
Abstract This study examined close readings strategy implementation and their relationship to senior high students' academic reading engagement at a selected high school. It specifically examined the perceived level to which close reading strategies were applied in the classroom across four dimensions - textual engagement, strategic scaffolding, linguistic and cognitive focus, and transferable literacy skills, and how these correlated with engagement in academic reading, as measured through cognitive, emotional, behavioral, and social indicators. Using descriptive correlational research design, data were collected from 300 students through validated survey instruments. The results showed that all four domains of close-reading strategy were being implemented at a satisfactory level, and the linguistic and cognitive focus received the highest rank, while textual engagement received the lowest. Similarly, students manifested moderate to high engagement in academic reading, with more emphasis on emotional and cognitive dimensions compared to behavioral engagement, which showed a space for improvement. Most importantly, a moderate yet statistically significant positive correlation (r = .411, p = .000) was found between the implementation of close-reading strategies and level of academic reading engagement. These results explain important insights of close reading instruction into deeper student engagement and imply a need for instructional enrichment.
Keywords Close Reading Strategies, Academic Reading Engagement, Senior High School Students, China
Field Sociology > Linguistic / Literature
Published In Volume 7, Issue 3, May-June 2025
Published On 2025-05-11
View / Download PDF File

Share this



E-ISSN 2582-2160
CrossRef

CrossRef DOI is assigned to each research paper published in our journal.

IJFMR DOI prefix is
10.36948/ijfmr

Downloads
Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 7 Isu 2Cover Page Vol 7 Isu 1Cover Page Vol 6 Isu 6

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA Open Access

About IJFMR
Fees & Payment
Current Issue
Publication Archive 		Submit Research Paper
Track Submission Status
Publication Guidelines
Publication Ethics
Peer Review & Plagiarism 		Join as a Reviewer
Editors & Reviewers
Reviewer Referral Program
Get Reviewer Membership Certi. 		Website/Journal Policies
Usage Policy
Content Policies
Privacy Policy
Contact Us +91-9687-828-838 editor@ijfmr.com