Abstract
This paper reports the results of the research conducted to explore whether students learn reading comprehension more successfully using the different approaches based on strategies in reading texts. The study was conducted at QUEST, in Pakistan and the respondents were selected from four engineering departments. Data was collected through a set of questionnaire used as the qualitative instrument among 311 respondents. However, Questionnaire data was analyzed by using SPSS 17. Descriptive statistics were used to analyze research variables for producing the Percentages, Mean and Standard Deviation of the data. The findings of this study reported that this research investigated 18 categories of reading comprehension. The highest mean score in reading comprehension was for “read aloud practices” category (=2.40) rated by all respondents; while the mean score for “asking questions before, during, and after reading” (= 1.48) was the lowest. However, no category of reading comprehension fell into low level of usage. In short, results, discussion and recommendations are presented for developing effective reading strategies to design syllabus for the engineering students to improve their reading proficiency.
Highlights
It is annoying for engineering students when they are unable to understand what they read and what they comprehend
This paper reports the results of the research conducted to explore whether students learn reading comprehension more successfully using the different approaches based on strategies in reading texts
The study was conducted at QUEST, in Pakistan and the respondents were selected from four engineering departments
Summary
It is annoying for engineering students when they are unable to understand what they read and what they comprehend. Levitov (2010) reminded that reading for comprehension was used by students through online resources for reading text to comprehend The scarcity of such studies did not permit the creation of any firm conclusions or generalizations about the reading strategies and factors affecting reading comprehension. This present research examined scaffolding and metacognitive Strategies in reading comprehension of engineering students in QUEST, Pakistan. Different studies such as Taverner (1990), Aebersold & Field (1997), and Urquhart & Weir (1998) described reading comprehension as the most difficult area which has not been comprehended and elaborated in terms of meaning of the text. Taverner (1990, p. 4) defined reading comprehension for “a means of extending experience” based on the reading material which they read and perceive the actual meaning according to the text. Aebersold & Field (1997) described reading a way that readers undertake by involving text material and readers through interactions
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