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Improving Reading and Reading Engagement in the 21st Century

International Research and Innovation

This book presents cutting-edge research findings in areas critical to advancing reading research in the 21st century context, including new literacies, reading motivation, strategy instruction, and reading intervention studies. While students’ reading performance is currently receiving unprecedented attention, there is a lack of research that adopts an international perspective and draws on research expertise from different parts of the world to present a concerted effort, discussing key research models and findings on how to improve reading education. Addressing this gap in the literature, the book also responds to the challenge of promoting higher levels of literacy, and supporting and developing readers who can enjoy and critique texts of every genre.

Findings of my studies, as outlined above, support the cross-cultural application
of motivation and cognitive strategy theories in Chinese reading comprehension.
Similar to the findings in English reading studies, reading motivation, strategy use
, and metacognition also play a significant role in Chinese students' reading
comprehension performance (Lau, 2006, 2012; Lau & Chan, 2003a, 2007; Lau &
Ho, 2016). At the same time, some cultural implications revealed in these studies
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