Use Of Reading Strategies Research Articles

Linguistically responsive reciprocal teaching in primary school: effectiveness of an intervention study on students’ Reading competence

ABSTRACT One shared goal of classroom instruction is to support students’ reading competence as a key skill of school success and participation in daily life. Yet, teaching that addresses multilingual students’ language-related resources to support reading is rare. In this study, we enriched reciprocal teaching with elements of linguistically responsive teaching (labelled LRRT) and conducted an intervention study in German primary schools (38 classes and 684 students) to examine its effects on reading competence. To assess reading competence, we used reading comprehension and reading strategy tests. Findings demonstrate the feasibility of our approach in regular primary school classes. Teachers and students highly valued the teaching unit as well. Results of latent mean difference score analysis confirmed the effectiveness of LRRT with respect to students’ reading strategy use but not with respect to their reading comprehension. Moreover, multilingual and monolingual students did not differ in their gains in reading competence. However, multilingual students’ different language use was of particular importance for gains in reading comprehension. The study thus provides further research on multilingualism as well as various stimuli for teachers of today’s heterogenous primary school classes.

EFL Pre-service Teachers' Online Reading Strategy Use and their Insight into Teaching Reading

The purpose of this study is to investigate the usage of online reading strategies among EFL pre-service teachers in the Education Program and their pedagogical practices in teaching online reading. A total of 107 participants from the English Education program in East Java were involved in this study. A mixed-method design was used as the research approach. For data collection, this present study used the Second Language Online Reading Strategy Inventory (SLORSI) closed-ended questionnaire and semi-structured interviews. Overall, 13 participants were involved in the interview session. Based on the statistical analysis of the questionnaire, it was found that EFL pre-service teachers showed a high level of usage of online reading strategies (M= 3,71 – 4.14). The most frequently used was the Saving strategy (M= 4,14). However, the interview results were inconsistent with the questionnaire; although the participants showed a high level of usage of online reading, they offered different perspectives on teaching online reading. The participants mentioned inadequate reading digital literacy and strategies for future reading classes. Therefore, this study suggests that EFL education programs must highlight the importance of providing explicit practice for pre-service teachers using online reading strategies and model the strategy for future students.

Medical College Students’ Use of Metacognitive Strategies in English Online Reading

Combined with the ubiquitousness of internet, technological gadgets and digital tools, mobile assisted language learning is undergoing rapid development and online reading has become an integrated part of college English education, especially in medical colleges, which requires students to get corresponding reading skills and strategies in their daily study. Metacognitive strategies, as one of language learning strategies, has been a heated topic in students’ English reading, but the awareness and use of them in online English reading haven’t been emphasized. Since metacognitive strategies are of great help to effective online reading and autonomous learning, it is essential to know whether they have been used or to what extent they have been employed and then to explore some suggestions for college English teaching and learning. Based on 296 questionnaires and six students’ think-aloud sessions, this study focused on the use of metacognitive online reading strategies by medical college students, aiming to explore the frequency of metacognitive online reading strategies employed by college students and to know the differences in the use of metacognitive online reading strategies of college students with different English proficiency, then to search for effective ways to help students become autonomous language learners.

AN ACTION RESEARCH ON IMPROVING READING PERFORMANCE OF NON-ENGLISH MAJORED FRESHMEN AT FPT UNIVERSITY, HO CHI MINH CITY, VIETNAM / NGHIÊN CỨU HOẠT ĐỘNG HỌC TẬP TRONG LỚP VỀ VIỆC NÂNG CAO HIỆU QUẢ ĐỌC HIỂU CỦA SINH VIÊN NĂM THỨ NHẤT KHÔNG CHUYÊN NGỮ TIẾNG ANH TẠI TRƯỜNG ĐẠI HỌC FPT, THÀNH PHỐ HỒ CHÍ MINH, VIỆTNAM

A mixed-methods design (Creswell & Creswell, 2018) was adopted in this action research to examine the effects of reading strategy instruction with four reading strategies - previewing the text, predictions, text-structure awareness, inferencing - on reading performance of non-English majored freshmen in English preparation classes of a private university in Vietnam. Thirty-six students in pre-intermediate English proficiency level participated in the study. Over six weeks, these students received the four reading strategies instruction explicitly in accordance with CALLA model. Via the explanatory sequential design, a type of mixed methods research involves two-phase data collection (Creswell & Creswell, 2018). The results of the pre-post-tests and 11 closed-ended response items in the paper-based questionnaire were analyzed quantitatively while 6 interviews were analyzed qualitatively to provide further explanations of the quantitative results. The study has found that four reading strategies might serve as techniques to improve reading comprehension then result in better reading performance, reading speed and higher frequency of reading strategies use.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0561/a.php" alt="Hit counter" /></p>

Reading, linguistic, and metacognitive skills: are they reciprocally related past the first school years?

Empirical research has systematically demonstrated the predictive role of reading, linguistic and metacognitive skills on reading comprehension performance. The study of the directionality of these relations and their relative contribution in the more advanced grades of primary school is an important aim for reading research, with practical implications for educational contexts. These issues are of particular relevance in semitransparent orthographies such as European Portuguese, as there is empirical evidence that these relations change over time. The goal of this study was to examine the longitudinal relations between oral reading fluency, listening comprehension, vocabulary, reading strategy use and reading comprehension in Portuguese students across grades 4 to 6. For this purpose, reciprocal-causation models with cross-lagged paths were tested using Mplus. The sample included 110 students who completed at least two assessment time points. The results indicated that there is a reciprocal relation between listening comprehension and reading comprehension, as well as between vocabulary and reading comprehension, in every grade. Oral reading fluency was a significant predictor of reading comprehension across grades 4–6, but the opposite relation was not verified. Reading strategy use in grade 5 was predicted by reading comprehension in grade 4. The results are discussed considering previous studies and their potential impact on psychoeducational practice and research. Limitations of the study and guidelines for future research are pointed out.

A Study of Cognitive and Meta-cognitive English Reading Strategies of Junior Middle School Students

The cultivation of middle school students' English reading ability and the application of reading strategies have become really important research topics. Thus, this paper uses CiteSpace to visually analyze literature on cognitive and meta-cognitive English reading strategies in Web of Science Core Collection, and then answers how students in different reading grades use cognitive and meta-cognitive English reading strategies through data analysis. It is ultimately concluded that students with better grades use more cognitive and meta-cognitive English reading strategies, while those with poorer grades use less. In particular, the differences in the use of meta-cognitive reading strategies are more obvious. Therefore, more relevant studies need to be analyzed some common problems of junior middle school students in English reading, so as to help English teachers understand the differences of students' English reading by combining theory and practice, and achieve the purpose of teaching students in accordance with their aptitude.

A Research on the Correlation between 21st Century Skills and English Reading Strategy of English Majors: A Quantitive Study in Chengdu University

As it enters the twenty-first century, countries all over the world have developed in the field of 21st Century skills to adapt to global economic competition and technological advances. This study examines the relationship between English majors' 21st-century skills and their use of English reading strategies quantitatively and qualitatively and provides corresponding helpful suggestions for optimizing their use of English reading strategies and innovating teachers’ English reading pedagogy.

A Probe into Cognitive and Metacognitive Reading Strategy Use and Reading Comprehension Test Performance in Light of Emotioncy

ABSTRACT This study aims to find the potential relationship between emotioncy (sense-induced emotions), reading strategy use, and reading comprehension test performance among English as a Foreign Language (EFL) learners. To this end, 514 intermediate and upper-intermediate EFL learners were asked to complete a 30-item multiple-choice reading comprehension test along with the emotioncy scale and a standardized reading strategies questionnaire. Fitted regression models, a t-test, and a Mann-Whitney U test were utilized to analyze the data. The findings showed that higher levels of emotioncy may lead to higher scores in a reading comprehension test. Moreover, the learners who had higher levels of emotioncy employed more cognitive and metacognitive reading comprehension strategies and all their related sub-scales. Finally, the results revealed that the emotioncy level is a stronger predictor of reading comprehension success compared to the reading strategies employed by EFL learners. In the end, the findings were discussed in the context of language education and implications were provided.

Exploring Relationship between Reading Difficulties and Reading Strategies

In language learning, mastering all four skills is considered ideal. Some say speaking comes naturally, even in the learning of a foreign language. Listening sis also a language skill many link with the skills of speaking. One needs to listen to how a language sounds to be able to imitate the sounds. Writing skills ,although has been seen as a difficult skill by many, are skills that people need -be it formally or informally. Finally, comes reading skills. There are extensive reading skills where people read on a regular basis –“feeding” on information that can either be considered as leisure, formal or even academic. When it comes to academic reading, many have mixed feelings-making that of fear. Students in higher institutions will find that academic reading is an important skill that they need to master. This study is done to explore the perception of learners on reading difficulties. This study is also done to investigate the influence of reading strategies such as cognitive, metacognitive and social-affective strategies on reading difficulties. Findings also revealed that there is s negative significant moderate relationship between reading difficulties with metacognitive and social affective strategies. This study adds on to the existing body of knowledge on the use of reading strategies to reduce perception of reading difficulties during reading comprehension.

Exploring the Relationship between Reading Maturity, Reading Strategy Use, and Gender with Reading Comprehension of EFL Undergraduates in Iran

This research investigated the relationship between reading maturity, reading strategy use, and gender with Iranian EFL undergraduates’ reading comprehension. The results revealed that the most preferred strategies were cognitive in nature. Moreover, the Iranian EFL undergraduates were intellectually enriched by most of what they read and enjoy reading materials that teach them the things that they did not know before. Also, it was found that the most observable effect of gender was on interpreting the text while reading, followed by reading the text again when some parts are difficult to understand. In both of these cognitive strategies, females outperformed the male students in using these two strategies. Furthermore, no correlation was observed between the most applicable reading strategy (b6: I read the text again when some parts are difficult to understand) and reading comprehension. What’s more, there was no correlation between reading maturity and reading comprehension. However, it was proved that there was a significant correlation between gender and reading comprehension. Reading maturity and the most applicable reading comprehension strategy (b6) had no significant correlation with reading comprehension as shown by the multiple regression results while gender revealed such a correlation. There was no significant correlation between the most applicable reading strategy (b6) and reading maturity. Furthermore, there was no relationship between gender and the mentioned reading maturity subgroups (c, d, e, and g) but gender correlated between subgroups f and h. At last, it was found that there was no relationship between gender and the most applicable reading strategy.

The Effect of Using Partner Reading Strategy on Student’s English Reading Comprehension Achievement of Hortatory Exposition Text At Mas Yp. Haji Datuk Abdullah In Academic Year 2021/2022

This research aims to find out whether or not there is an influence Significance of the Reading Partner Strategy to improve understanding reading students in class XI at Mas Yp. Haji Datuk Abdullah. Method of This research is a qualitative method. The sample of this research is class XI IPA and XI IPS at Mas Yp. Haji Datuk Abdullah in the 2021/2022 school year. In this research, researcher took 60 students as a sample. The researcher used 10 multiple choice questions to measure students' reading comprehension. In data collection techniques, researchers using pre-test, treatment and post-test by giving tests reading comprehension. The results of this study indicate that there is a significant influence from the use of paired reading strategies. This can be seen from the difference between the students' mean scores from the pre-test and post-test in class experiment which increased from 48 to 74. The mean score of post-test in class control is 31 while the post-test score in the experimental class is 52 more higher than the average value of the control class. That means, pair reading strategy can be applied to improve students' reading comprehension.

Chinese humanities scholars' reading of academic E‐books: A survey on reading strategies and tasks

AbstractAcademic books are essential to humanities scholars. With the rapid development of digital publishing, digital reading has become mainstream, and electronic academic books are gradually being absorbed by humanities scholars. In this case, it is important to understand their use of reading tasks and strategies when reading electronic‐academic books, and to summarize the characteristics of their e‐book reading behaviour. This study therefore outlined the academic reading characteristics of humanities scholars, as well as their e‐book reading strategies and tasks. Subsequently, a user reading strategy questionnaire was compiled, and a survey conducted. Finally, descriptive statistics and sample paired t‐tests were adopted to obtain the usage of e‐book reading strategies of Chinese humanities scholars. Results showed that prior knowledge was the most used strategy, followed by understanding and decision‐making, self‐regulation, and self‐monitoring strategies. Significant differences in the frequency and preference of reading strategies in different e‐book reading tasks were also identified. This paper further discusses the characteristics of e‐book reading behaviour of humanities scholars, and the future direction of electronic academic book construction.

Exploring the Balance of Using Dispositional and Situational Attribution in Reading

The boom in education industry is further supported by the added convenience of distance and online learning has encouraged adult learners to pursue their studies. Reading is the most important skill for undergraduates in higher institutions. Reading skills are required to access knowledge for learning. Reading skills are needed to write assignments in higher institutions of learning. This study is therefore done to investigate adult learners’ perception of reading strategies used. The use of strategies portrays the attribution portrayed by the learners- dispositional and situational attributions. This quantitative pilot study is done to investigate adult learners’ perception on their use of reading comprehension strategies. 38 adult learners taking online undergraduate courses took part in this study. The instrument used is a survey with 5 Likert scales. The survey has 2 main sections; dispositional and situational attribution. A summary of findings revealed that the dispositional attribution that is evident during reading comprehension activity are the readers’ perception of difficulties they encounter and also their perception of their use of metacognitive strategies. Next, for situational attribution, this study focused on the use of (a) cognitive and (b) social-affective reading strategies among academic readers. Findings in this study bear interesting implications in the teaching of academic reading for adult learners.

Factors Related to EFL/ESL Readers' Reading Strategy Use

This Article systematically reviews the use of reading strategies among college-level English as a foreign/second language (EFL/ESL) learners and its relationship with two non-cognitive factors: gender and motivation. The author reviews empirical studies published from 2000 to 2017 in order to answer two research questions: (a) What gender disparities exist in college-level EFL/ESL learners' use of reading strategies? (b) How do motivation factors relate to college-level EFL/ESL learners' use of reading strategies? Findings indicate that: (1) motivation factors, including achievement goals, interest in reading, and self-efficacy, positively relate to reading strategy use. (2) gender has an influence on strategy use and female readers show higher use of reading strategies. (3) Interaction effects among factors exist. EFL/ESL learners' strategy use is shaped by multiple factors jointly.

Cognitive and Metacognitive Strategy Use in Reading: The Case of Iranian EFL Students’ Test Performance

Cognitive and Metacognitive Strategy Use in Reading: The Case of Iranian EFL Students’ Test Performance

A study on the use of reading strategies by intermediate Korean learners at universities in China - focusing on text type -

A study on the use of reading strategies by intermediate Korean learners at universities in China - focusing on text type -

Metacognitive Strategies on Reading English Texts of Non-English Majored Students at Dong Nai Technology University, Vietnam: A Mixed Design

The goal of this study is to see if there is a link between the usage of metacognitive reading strategies by non-English major students and their reading comprehension performance. This research was conducted at Dong Nai Technology University with 70 students ranging in age from 19 to 22 years old. Both quantitative and qualitative data were used in the investigation. These students were asked to complete a TOEIC reading test to assess their reading ability, followed by the Metacognitive Awareness of Reading Strategies Inventory (MARSI) (Mokhtari and Reichard, 2002) to assess their metacognitive use. Semi-structured interviews with four high scorers and four low scorers from the sample were used to acquire qualitative data. The findings demonstrated that students’ metacognitive reading strategy use is at a moderate level, and the most frequent and least frequent strategies that they used are Problem-solving and Global strategies, respectively. Additionally, it found that more proficient readers used metacognitive strategies more frequently, more successfully, and more appropriately than less proficient readers and vice versa. Some qualitative results were also mentioned. The results of the study have some implications for both teachers and students to employ appropriate metacognitive reading strategies in second language acquisition.

Reading Strategies and Reading Achievement in Middle School: Kazakhstani Young Learners

This study explores the reading strategies (RSs) of bilingual and monolingual young learners in their first and second languages (L1 and L2, respectively)—either Kazakh or Russian as the L1 and L2—and English as a foreign language (L3). It also examines the influence of RSs on the learners’ performance on reading comprehension tests in the three languages. The test results showed significant differences in L1, L2, and L3.The results for reading achievement were generally poor but significantly different between the monolinguals and bilinguals. No significant gender differences were found in the reading test results or in the use of reading strategies while reading. However, the analysis indicated that although the probability of using other strategies while completing the tasks in L1, L2, and L3 was clear, more bilingual learners used advanced RSs than monolinguals. The findings on RSs provide an in-depth understanding of the differences between young, bilingual, and monolingual Kazakhstani learners in their use of RSs while reading in their respective languages. The results have significant implications for practice, suggesting placing more emphasis on developing reading strategies while learning how to read in the first and second languages.

The use of metacognitive reading strategies by third-year English-majored students at Hanoi University of Industry

The study was conducted to investigate the frequency of using metacognitive reading strategies (MRS) by the third-year English-majored students at the Faculty of Foreign Languages (FFL), Hanoi University of Industry (HaUI). To meet the research objectives, an online survey questionnaire was administered to 80 HaUI third-year English-majored students. Besides, two interviews with ten third-year English-majored students and three instructors in the Reading 5 course were also carried out. The findings showed that the students used the MRS with a medium frequency and employed the pragmatic reading strategies (PRS) more often than analytic reading strategies (ARS). This paper is hoped to provide a valuable reference for instructors and students to have deeper understanding about reading strategies, particularly MRS, thereby improving students’ reading skills.

Metacognitive Strategies on Reading English Texts of Non-English Majored Students at Dong Nai Technology University, Vietnam: A Mixed Design

The goal of this study is to see if there is a link between the usage of metacognitive reading strategies by non-English major students and their reading comprehension performance. This research was conducted at Dong Nai Technology University with 70 students ranging in age from 19 to 22 years old. Both quantitative and qualitative data were used in the investigation. These students were asked to complete a TOEIC reading test to assess their reading ability, followed by the Metacognitive Awareness of Reading Strategies Inventory (MARSI) (Mokhtari & Reichard, 2002) to assess their metacognitive use. Semi-structured interviews with four high scorers and four low scorers from the sample were used to acquire qualitative data. The findings demonstrated that students' metacognitive reading strategy use is at a moderate level, and the most frequent and least frequent strategies that they used are Problem-solving and Global strategies, respectively. Additionally, it found that more proficient readers used metacognitive strategies more frequently, more successfully, and more appropriately than less proficient readers and vice versa. Some qualitative results were also mentioned. The results of the study have some implications for both teachers and students to employ appropriate metacognitive reading strategies in second language acquisition.