Reading comprehension and strategy awareness of Grade 11 English second language learners

Madoda Cekiso

doi:10.4102/rw.v3i1.23

Abstract

The aim of this study was to examine the reading strategies used by Grade 11 English Second Language (ESL) learners and the possible effects of reading instruction on their reading comprehension and strategy awareness. A quasi-experimental pre-test and post-test control group design was used. The participants included a total of 60 Grade 11 learners from a high school. The results of this study indicate that (1) learners who received reading strategy instruction scored both statistically and practically significantly higher marks on the reading comprehension test than those in the control group and (2) explicit instruction in the use of reading strategies was essential to bring about the increased use of reading strategies of learners in the experimental group. The study has implications for learners, teachers, university students and lecturers.

Highlights

In recent years, there has been an increased focus on reading instruction in primary, secondary and higher education (Lei 2010).The literature has shown that comprehension strategy instruction, including multiple reading strategies, have been justified in being beneficial to helping learners become strategic readers and improve their reading comprehension (Klapwijk 2012; Medina 2011; Fan 2010; Antoniou & Souvignier 2007)
The results of the reading strategy analysis indicated that the learners in the experimental group and the learners in the control group did not significantly differ in the use of the strategies at the before-reading, during-reading and after-reading stages
The results of this study indicate that a well-developed reading strategy instruction programme can have a strong positive effect on the Grade 11 English Second Language (ESL) learners’ reading comprehension and reading strategies development

Summary

Introduction

There has been an increased focus on reading instruction in primary, secondary and higher education (Lei 2010).The literature has shown that comprehension strategy instruction, including multiple reading strategies, have been justified in being beneficial to helping learners become strategic readers and improve their reading comprehension (Klapwijk 2012; Medina 2011; Fan 2010; Antoniou & Souvignier 2007). It is necessary to provide learners with a reading strategy instruction which focuses on teaching reading strategies that can help them become strategic readers. Strategic reading, according to Alfassi (2010) requires that learners intentionally engage in planned actions under their control, in the manner that proficient readers do when they encounter difficulty in comprehending a text. In a South African context, the need for a reading strategy instruction should be seen against the poor reading performance of the learners at primary, high school and tertiary level. Many learners in the high schools demonstrate a low level of strategy knowledge and lack of metacognitive control (Dreyer 1998; Strydom 1997). According to Nel, Dreyer and Kopper (2004:95), many South African students enter higher education underprepared for the reading demands that are placed upon them. There is little evidence to suggest that learners at any level will acquire the reading skills and strategies that can improve their reading comprehension if they have not been taught (Tannenbaum, Torgesen &Wagner 2006)

Objectives

Methods

Results

Discussion

Conclusion