Problem-solving Reading Strategies Research Articles

Метакогнитивные читательские стратегии: анализ данных самоотчета и глазодвигательного поведения российских школьников

<p>The paper presents the results of a study aimed to investigate the correlations between oculomotor reading behavior and self-report data of Russian high school students on their practice of using metacognitive strategies. It was found that high school students tended to use problem-solving reading strategies, while seldom using supportive reading strategies. Differences in the use of metacognitive strategies were found between schools that emphasized differently the development of reading competence in middle school. The findings suggested that there were differences in oculomotor measures across groups with varying levels of metacognitive strategy use. The paper outlines possible directions for further research on this topic.</p>

Strategies in Reading English Web-Novels on Wattpad

Motivated by the popularity of online reading on Wattpad, this research was conducted to investigate the metacognitive awareness of digital and online reading strategies to 39 undergraduate students who read English Web-novels on Wattpad. Additionally, the researcher explored the potential influence of English proficiency (TOEFL) and field of study, as well as the specific features of Wattpad that aid in their reading experience. Employing a quantitative survey and adapting the Metacognitive Awareness of Reading Study Inventory (MARSI) developed by Mokhtari et al. (2018). The findings indicated that participants had a moderate level of strategies when reading English web-novels on Wattpad (M = 3.42). Problem Solving Reading Strategies were the most used (M = 3.80), followed by Global Reading Strategies (M = 3.73) and Support Reading Strategies (M = 2.73). English proficiency and field of study did not significantly impactful, with all groups showing similar levels (M = 3.4). Additionally, interactive features were not considered helpful (M = 2.51 and M = 2.23, respectively), while description and figure attachment features were frequently used (M = 4.15 and M = 3.25, respectively). The results indicated a necessity to integrate specific strategies, like incorporating Global Reading Strategies for pre-reading tasks and utilizing Problem Solving Strategies during reading activities, within EFL instruction. The research highlighted the obstacles encountered by both learners and instructors in the process of teaching and acquiring reading skills. It suggested that incorporating these strategies could effectively tackle comprehension challenges and improve overall language proficiency

EFL College Students' Reading Strategies for Comprehending Reading Texts

This qualitative study attempts to look into reading strategies employed by college students to comprehend the texts they are reading. Semi-structured interviews and observations were conducted to obtain verbal and nonverbal data regarding reading strategies. The findings revealed that six participants of English students used all types of reading strategies developed by Mokhtari et al.: global reading strategies, problem-solving reading strategies, and support reading strategies. Support reading strategies and problem-solving reading strategies were the most frequent reading strategies the students used, and they seldom applied global reading strategies while reading. However, although they are equally high achiever students, they still need to be better readers; their reading comprehension skills differ.

An Investigation into Reading Strategies Employed by Students for Comprehending Exposition Texts

This research aimed at identifying the types of reading strategies students employ to absorb exposition text. This study employed a qualitative descriptive approach. The research focused on eleventh-grade students at SMA Negeri 1 Lhokseumwe. Using the snowball nonprobability technique, the researcher selected eight students or respondents as research subjects. Data collecting procedures were surveys and interviews. The data analysis technique used data condensation, data display, and data verification/conclusion. According to an analysis of eleventh-grade students' reading comprehension statistics, problem-solving reading strategies were most frequently utilized to comprehend expository content. Students in the eleventh grade at SMA Negeri 1 Lhokseumawe utilized the problem-solving reading strategy to comprehend the expository text.

Exploring the Perceived and Real Metacognitive Reading Strategies of Iranian EFL Learners: Different Text Types in Focus

This mixed methods study examined whether perceived metacognitive reading strategies differed in Iranian EFL learners with different reading abilities. It also compared their actual (real) utilization of metacognitive reading strategies in different English text types (narrative and expository). Four hundred Iranian university students studying TEFL were selected according to their performance on the Oxford Placement Test. A Persian Reading Comprehension Placement Test, Reading Section of PET, and English and Persian Perceived Reading Strategy Questionnaires were administered. One hundred thirty-three students were selected and divided into two groups based on the Persian Reading Comprehension Placement Test scores. Those who achieved above the mean score were classified as high readers and others as low readers. After administering the questionnaires and conducting think-aloud, the data were analyzed through chi-square, MANOVA, and theme-based analysis. The findings revealed that the realizations of global reading strategies regarding frequency and type were not different in Iranian EFL learners’ perceived metacognitive reading strategies. The findings also indicated a significant difference between the frequency and type of problem-solving reading strategies. The results confirmed that learners used the same global and problem-solving strategies in reading narrative and expository text types, while the pattern of using support-reading strategies was different. The most frequent support reading strategies used in expository text were paraphrasing, circling the information, and reading aloud while summarizing and asking questions were the most frequent support reading strategies used in narrative text. The theoretical and pedagogical implications of the study were finally pointed out.

Correlation between Students’ Metacognitive Strategy and their Reading Comprehension in Higher Education

Numerous studies have been undertaken on metacognitive awareness and reading comprehension at the secondary school level. Consequently, this study focuses on these characteristics within the higher education level. This study aims to reveal students' metacognitive awareness in reading strategies, the levels of their reading comprehension, and how these two variables are correlated in higher education. To achieve the mentioned objectives, quantitative method, particularly descriptive and correlational approaches were employed. This study's sample consisted of the fifth-semester English Education students at IAIN Bone throughout the 2020/2021 academic year. Cluster random sampling is the sampling method utilized in this study. In order to collect the necessary data, two instruments were used, which were questionnaire to reveal students’ metacognitive reading strategy, and reading test to find out students’ reading comprehension. The result showed that most students routinely employed reading strategies while reading English material, and among the three metacognitive reading strategies, Problem-solving Reading Strategies was the most popular option. Besides, the result indicates that students' reading comprehension is characterized as weak. Furthermore, students’ metacognitive reading strategy has an effect on reading comprehension since they involve the use of self-awareness and intentional motivation to employ one or more techniques for keeping tabs on how well one is grasping what they're reading. It can be concluded that students who employ metacognitive reading strategy have a greater chance of understanding a text, when compared to students with poor metacognitive reading strategy.

Early Academic Success in College: Examining the Contributions of Reading Literacy Skills, Metacognitive Reading Strategies, and Reading Motivation

ABSTRACT More knowledge is needed regarding the student factors that impact academic reading and success in college beyond traditional measures of college readiness. This study examined the contributions of student factors specified by the Proficient Academic Reader framework—reading literacy skills, metacognitive reading strategies, and reading motivation—to performance on a complex academic reading task and cumulative GPA across three semesters within the first two years of college. Hierarchical regression models were estimated using a sample of 166 students at a four-year public institution. Results indicated the importance of vocabulary, reading comprehension, and problem-solving reading strategies to academic reading performance and early college GPA. However, some of these effects diminished after controlling for students’ standardized test scores and high school GPA. The findings imply that institutions should implement sustained support for reading skills and strategies across disciplines.

Metacognitive Reading Strategies and L2 Reading Achievements: A Correlational Study of EFL in Indonesia

This study aimed to investigate how metacognitive reading strategies correlate with EFL learners’ achievement. Three types of metacognitive reading strategies were measured in this study, namely: global reading strategies, problem-solving reading strategies, and support reading strategies. The data collection was conducted with 56 participants from an ESP reading class at a private university in Yogyakarta. This study found that problem-solving reading strategies and global reading strategies correlated positively with students’ achievement, while support reading strategies correlated negatively with their achievement. However, those correlations were not statistically significant. Therefore, it indicates insufficient evidence to suggest that the same correlations also happened in the population or that the observed correlations might have occurred by chance. Despite the correlations not being statistically significant, in this research, the participants were sampled from the population with a 95% confidence level and a margin of error of 5%.In addition to the findings, this study provides teachers with an example of a framework for a needs analysis to measure their students’ metacognitive reading strategies and help them plan more informed reading instruction.

Scaffolding expository history text reading: Effects on adolescents' comprehension, self-regulation, and motivation

Reading comprehension is an important predictor for academic success, yet many adolescents in secondary education face difficulties when reading their textbooks. In this quasi-experimental study, we developed a digital learning environment to scaffold students' expository text reading in seventh-grade history classrooms. Students in the experimental condition could use hints comprised of cognitive and metacognitive reading strategy instruction, whereas students in the control condition received no additional support. A comparison of posttest comprehension between conditions showed no significant differences. However, students in the experimental condition who accessed hints during history text reading performed significantly better on the posttest than students who did not use hints at all. We found no differences between conditions regarding students' self-regulated learning or motivation, but students' awareness of problem-solving reading strategies significantly increased in the experimental condition. Finally, a comparison of students with different reading levels showed that below-average readers benefitted most from digital reading practice.

Enhancing Comprehension by Effectively Using Reading Strategies

The paper examined the reading strategies used by ESL learners at University of Bahrain to comprehend academic material. It investigated the interdependence between the use of reading strategies by ESL learners’ and their reading comprehension attainment. To accomplish this goal, three instruments were used: a survey of the Metacognitive Awareness of Reading Strategies Inventory (MARSI) by Mokhtari and Sheorey (2002) and a Pre-reading comprehension test and Post-reading comprehension test and a paired sample t-test. The paper used quantitative data collected from 100 students studying in the Foundation Program at the English Language Centre and Department of Applied Studies at University of Bahrain. The findings of this research showed a notably positive relationship between the use of cognitive and metacognitive reading strategies by the students and their reading comprehension achievement. The compilation of the quantitative data, displayed that students practiced Global Reading Strategies appreciably, followed subsequently by Support Reading Strategies and Problem Solving Reading Strategies.

The Effect of Nationality, Gender, and GPA on the Use of Reading Strategies Among EFL University Students

Despite its importance being acknowledged in a plethora of studies, developing reading strategies appears absent from many classrooms, which justifies a considerable research interest in this topic. The present study aims to investigate how gender, nationality, and grade point average affect the frequency of the usage of different types of reading strategies among Bosnian university students. The research sample comprised 228 students studying at three universities in Bosnia and Herzegovina. The analysis revealed moderate to high awareness of reading strategies, the problem-solving strategies being most frequently used. A three-way ANOVA showed a significant main effect of gender as well as a significant interaction effect of Nationality × Grade Point Average on The Survey of Reading Strategies questionnaire. Moreover, a three-way MANOVA revealed that gender had a significant main effect on the combined variables, namely global, support, and problem-solving reading strategies. Similarly, the interaction effect of Nationality × Grade Point Average was significant on the three combined variables, while the interaction effects of Grade Point Average × Gender and Grade Point Average × Nationality proved significant only on the Problem-Solving subscale. The current study is expected to contribute to understanding the reading strategy use in a foreign language context, and to inspire educators to recognize the importance of their use in the classroom.

Reading Metacognitive Strategies Employed by ESL Learners

This study aims to investigate the relationship between the metacognitive reading strategies employed by the ESL learners in a secondary school in Malaysia and their English proficiency. The objective of this study is to identify the types of metacognitive strategies employed by students while reading academic text. In addition, this study also aims to investigate the differences (if any) in metacognitive strategies employed by the high and low English proficiency students while reading academic text. The respondents of this research are forty students with high and low English proficiency and were selected randomly. This study is using the quantitative research method where questionnaire is used to obtain the data. Metacognitive Awareness of Reading Strategies Inventory (MARSI) was used as the measuring tools to identify the metacognitive reading strategies employed by the students. The result of this study shows that the students employed the three metacognitive strategies which are Global Reading Strategies (GLOB), Supporting Reading Strategies (SUP) and Problem-Solving Reading Strategies (PROB). In addition, the mostly employed metacognitive reading strategy was Global Reading Strategies (GLOB), followed by Supporting Reading Strategies (SUP) and Problem-Solving Reading Strategies (PROB). As a conclusion, metacognitive reading strategies can be implemented by secondary school English language teachers in their teaching as it beneficial in helping learners’ comprehension.

Investigating the Metacognitive Online Reading Strategies Employed by Iraqi EFL Undergraduate Students

This study aims to investigate the use of metacognitive online reading strategies among Iraqi students. The research seeks to answer the following research questions: (i) What are the metacognitive online reading strategies of Iraqi fourth year undergraduate students when they read online academic text? (ii) What are the difficulties faced by Iraqi fourth year undergraduates when they read online academic text? Using a quantitative approach, the study deployed questionnaires which were administered on 50 fourth year students of Al-Salam University College, Baghdad Iraq. The response of the metacognitive online reading strategies among the students was assessed differently. The students adopt online dictionaries, reading e-books and online journal articles are some of the ways to increase the students’ reading ability and enhance online reading among English as foreign language (EFL) students from Iraq. The researcher analyzed students metacognitive reading strategies usage and their problems. Based on the quantitative analysis of the students’ responses to the SORS questionnaire, the students showed that problem-solving reading strategies (µ=3.59) is the most frequently used strategy followed by support reading strategies (µ=3.49) and global reading strategies (µ=3.42). All these identified themes provide and help the students to improve their reading skills. The researcher recommends that future research examine other reading strategies with online or even print text. Moreover, reading strategies should be taught to English as foreign language (EFL) students.

Investigating the Metacognitive Online Reading Strategies employed by Iraqi EFL Undergraduate Students

This study aims to investigate the use of metacognitive online reading strategies among Iraqi students. The research seeks to answer the following research questions: (i) What are the metacognitive online reading strategies of Iraqi fourth year undergraduate students when they read online academic text? (ii) What are the difficulties faced by Iraqi fourth year undergraduates when they read online academic text? Using a quantitative approach, the study deployed questionnaires which were administered on 50 fourth year students of Al-Salam University College, Baghdad Iraq. The response of the metacognitive online reading strategies among the students was assessed differently. The students adopt online dictionaries, reading e-books and online journal articles are some of the ways to increase the students’ reading ability and enhance online reading among English as foreign language (EFL) students from Iraq. The researcher analyzed students metacognitive reading strategies usage and their problems. Based on the quantitative analysis of the students’ responses to the SORS questionnaire, the students showed that problem-solving reading strategies (µ=3.59) is the most frequently used strategy followed by support reading strategies (µ=3.49) and global reading strategies (µ=3.42). All these identified themes provide and help the students to improve their reading skills. The researcher recommends that future research examine other reading strategies with online or even print text. Moreover, reading strategies should be taught to English as foreign language (EFL) students.

The Need for Focused Literacy Training in the Medical School Curriculum: A Cross-Sectional Study of Undergraduate Students

Introduction. Medical education programs have increasingly included compulsory research skills components but rarely include explicit academic literacy instruction for medical research. This article presents results from a project that developed methods of bridging the gap between textbook literacy and scientific literacy in a setting where English coexists with the local language. Methods. A paper-based, revised version of a validated self-report instrument (32 questions) designed to assess readers’ metacognitive awareness and perceived use of academic reading strategies was used to collect information about medical students’ awareness of reading strategies in English for academic purposes. Results. Students reported a total overall average of 3.25 (scale 1–5) for reading strategy use, falling within a medium range for usage. They reported using problem-solving reading strategies to the greatest extent (3.76), with global reading strategies (3.29) being second, and support reading strategies (2.85) to the least extent. Based on the data, a curricular intervention was designed to support critical reading of empirical literature in English. Conclusion. The results from this study suggest the need for inclusion of focused training on academic and scientific literacy, in particular, strategy instruction in relation to foreign language reading comprehension skills in medical school curricula.

ESL Learners’ Use of Reading Strategies Across Different Text Types

The current study sought to provide information on whether ESL learners’ use of reading strategies is associated with the type of text they are reading. To address this objective, 21 ESL learners read 20 different texts of varying types and answered the Metacognitive Awareness of Reading Strategies Inventory by Mokhtari and Sheorey (J Educ Psychol 94(2):249–259, 2002) to measure their use of reading strategies. Using descriptive and inferential statistics, results showed that ESL learners generally applied a wide range of strategies consistently when reading different text types. These results were explained using a schema-theoretic view of reading. Findings further revealed that there was a significantly higher use of global reading strategies compared to the two other factors (i.e., problem-solving reading strategies and support reading strategies). Such a finding was attributed to the reading proficiency level of the learners. Theoretical and practical implications are discussed.

English

This study relied on Sheorey and Mokhtari’s (2001) metacognitive knowledge about reading strategies,which was influenced by a number of factors, including previous experiences, beliefs, culture-specific instructional practices and proficiency in a second language (L2). This study is thereby built on the premise that EFL readers’ metacognitive awareness of reading strategies was also influenced by their multiple intelligence profiles. The purpose of this study is to explore the integrated impact of multiple intelligences and reading strategies on EFL learners’ reading performance. This was an explanatory sequential study, combining quantitative and qualitative research design. A convenience sample of 60 high school EFL learners from one of the Anatolian high schools in Istanbul, Turkey participated in this study. Two quantitative surveys and an achievement test, followed by a qualitative observation checklist, were used in this study to collect the data. The results of the study indicated that females were found to be more successful than males in EFL reading in addition to employing more support and problem solving reading strategies. In addition, this study also found that successful readers in EFL seemed to use more global strategies and tended to support reading strategies if they were dominant in musical, intrapersonal intelligences. Moreover, successful musically or verbally intelligent readers were found to use more problem-solving strategies. As a result, this study provides EFL teachers and curriculum designers with valuable information that will foster awareness of the role of these intelligence-strategy relations may play in triggering success in EFL reading, and thus, in their overall proficiency in the language.

The Relationship between EFL Learners’ Reading Anxiety Levels and Their Metacognitive Reading Strategy Use

This study investigated the relationship between EFL learners’ Foreign Language Reading Anxiety levels and their use of Reading Strategies. 196 senior university EFL learners majoring in either English translation or English literature participated in the first phase of the study. They were all asked to answer the Foreign Language Reading Anxiety Scale (FLRAS). Subsequently 46 participants were selected based on their FLRAS scores -23 of them were low-anxiety group and 23 were high-anxiety group- for the second stage of the study. All of the 46 final contributors responded to the Survey of Reading Strategies (SORS). The results indicated no significant relationship between their FLRAS scores and SORS scores. However further analysis of descriptive data revealed that actually there are some differences in their reading strategy use. Accordingly, low anxiety group used Global and Problem-solving Reading Strategies more frequently while high anxiety group applied Support Strategies more often. The possible effects of gender on RA and Reading Strategy use were also examined and no significant relationships were identified.

A Study of English Reading Strategies Used by Senior Middle School Students

For the past several decades, reading strategies have aroused many researchers’ interests, but the research has mainly focused on strategy use while ignoring the function of metacognitive awareness of reading strategies. This study, based on a questionnaire, investigated the students’ awareness of reading strategy use at the senior middle school level. The major findings are, first, that there is a moderate awareness of all the strategies; secondly, the students hold a preference for Problem Solving Reading Strategies, followed by Global and Support Reading Strategies; thirdly, females show higher use of reading strategies than males in each individual category, as well as in the combined sub-categories. Also, the females are more careful and considerate while the males are more adventurous and bolder. Finally, the readers’ metacognitive awareness of reading strategies is closely linked to their language proficiency. Based on the findings above, several suggestions can be made to help teachers improve their teaching and help the students improve their reading efficiency.