Use Of Reading Strategies Research Articles

Hungarian teachers' reading strategy use in mother tongue and foreign language analysed by background variables

AbstractThe aim of the present study is to identify teachers' reading strategy use in L1 (mother tongue) and L2 (foreign language), and also to examine whether background variables such as gender, qualification, teaching experience, platform of teaching, reading habits, majors, L2 level and the number of L2s known make a difference in teachers' reading strategy use. Reading has been widely researched yet examining L1 and L2 reading strategy use simultaneously yielded contradicting results. Furthermore, there is little research on teachers' reading strategy use although their role in students' reading is vital. An online, anonymous questionnaire including background variables and items from MARSI was used, which was filled in by 256 teachers. Data analysis found that teachers use more reading strategies in L1 than in L2. No background variable had any significant relationship with L1 reading strategy use. Reading habits, L2 level, majors and L2s known, however, did make a difference in teachers' L2 reading strategy use. Thus it seems that L2 metalinguistic knowledge and reading habits might be important to consider when examining reading strategies.

Assessing Gender Differences In Using Reading Strategies In Classroom

ABSTRACTThis research is motivated by the use of reading strategies by English students based on gender in the classroom. The study used a survey research design involving 38 students of English education study program consisting of 15 male students and 23 female students. Data were collected using the Survey of Reading Strategies (SORS) questionnaire developed by Mokhtari and Sheory (2002). Data were analyzed using a survey and statistical test independent sample t-test was conducted to determine the differences between women and men. The results of the analysis using the independent sample t-test showed that there was no significant difference in all subscales of gender differences in the use of reading strategies. Thus, gender does not play a role in determining the reading strategy used.Keywords: Gender, English Students, Reading Strategy.

A Study on Reading Strategies for English Reading Class Using Movies: Focusing on the Movie Zootopia

This study aims to introduce reading strategies in which learners can directly participate and present class activities, using them to consider the activation of reading strategies. In addition, the study analyzes learners’ attitudes and reactions to using specific reading strategies to determine the points to be considered when using these strategies. The Disney animation, <i>Zootopia</i> (Howard & Moore, 2016), was used as a case study, and reading strategies focusing on the topics of prejudice, discrimination, and diversity were used. The research evaluation was based on an openended survey conducted in the last week of class and self-reflection notes drafted at the end of each week’s class. According to the survey, most learners were satisfied with the use of various reading strategies in reading classes using movies (70.3%). This satisfaction was mainly based on opinions that reading strategies helped learners to participate in class activities, understand movie topics, and efficiently focus on classes. Furthermore, it was found that when using movies in English reading classes, reading strategies centered on the movie themes may prove to be a sound approach. Therefore, it is necessary to further activate a theme-tailored reading strategy that uses various films with diverse and interesting themes.

Critical Reading Self-Efficacy and Metacognitive Reading Strategies: A Relational Study

Critical reading strengthens students' metacognitive reading strategies and allows them to reflect on their current reading strategies. The relationship between metacognitive reading techniques and critical thinking and reading must be stressed, given that critical thinking is an intentional and self-regulated choice mechanism. The aim of this study was to investigate the relationship between pre-service teachers’ critical reading skills and their use of metacognitive reading strategies. The relational survey model was used and 124 preservice teachers studying at the Turkish Language Education Department of a University located in the east of Turkey participated in this study. Critical Reading Self-Efficacy Perception Scale (CRSPS) and Metacognitive Reading Strategies Questionnaire (MRSQ) were used in data collection tools. The data were analyzed using Pearson Correlation analysis and simple linear regression analysis. The findings showed that there was a positive and significant relationship between the participants’ critical reading perceptions and their use of metacognitive reading strategies. It was determined that the critical reading skills of pre-service teachers should be improved for which educational content should be developed. In addition, the preservice teachers should be offered training metacognitive reading. In order to obtain more in depth information, qualitative or mixed method studies should be carried out in the future.

Parents’ vocabulary instruction with preschoolers during shared book reading

Dialogic reading during shared book reading between adults and children is an effective way to promote vocabulary acquisition. However, there is limited research on what strategies parents are spontaneously using during book reading sessions, which are important to understand for optimizing parent training in dialogic reading. The current study investigates what strategies parents are currently using to teach vocabulary to their children and what parts of speech and tier of vocabulary they choose to discuss. The current study recruited low-income parents and their preschool-age (42–65 months), typically developing children from Head Start classrooms in the United States. Twenty-seven adults filmed themselves at home reading Giraffes Can't Dance by Giles Andreae and Guy Parker-Rees to their child, given the instruction to read as they normally would. The videos were coded looking at a dialogic reading framework: CROWD and PEER. Child behaviors and the vocabulary discussed were included in the coding. Results show that although there is a large amount of variability between parents in their use of strategies during shared book reading, in general, parents are using very few dialogic reading strategies to explicitly teach vocabulary. However, parents’ use of dialogic reading strategies was significantly correlated with child extratextual talk. When they did provide instruction, parents discussed mostly tier 1 nouns and verbs, rather than tier 2 words which are necessary for academic success. These results reinforce the need for parent training on interactive reading strategies.

Relationship Between Student-Perceived Reading Strategy Instruction and Students’ Reading Comprehension: A Serial Multiple Mediation Model

Based on the model of reading engagement processes within classroom contexts, this research examined the link between student-perceived reading strategy instruction (RSI) and reading comprehension via multiple mediators, including autonomous reading motivation and reading strategy use (RSU), among 5,275 Chinese fourth graders. Multilevel mediation analysis showed that the direct effect of student-perceived RSI on reading comprehension was not significant at the school level but was significant at the student level. Additionally, the indirect effect of student-perceived RSI on reading comprehension through (first) autonomous reading motivation and (second) RSU was significant at both the student and school levels. The results indicate that student-perceived RSI exerts beneficial effects on student reading learning by fostering autonomous reading motivation and RSU. These findings provide pedagogical implications for directions in future reading instruction.

The Impact of a Tier 1 Intervention on Fifth and Sixth Graders’ Reading Comprehension, Reading Strategy Use, and Reading Motivation

Because reading comprehension is an important skill that many students struggle with, there is an urgent need to foster it. Few studies have investigated effective comprehension practices within a response-to-intervention design. Therefore, this study investigated the impact of a Tier 1 intervention implemented for 10 weeks on 491 fifth and sixth graders’ reading comprehension, strategy use, and motivation by means of multilevel analyses. The Tier 1 intervention included four effective comprehension practices: strategy instruction, peer-mediated instruction, reading motivation promotion, and differentiated instruction. Results revealed no significant effects on reading comprehension, but experimental condition students increased significantly more on recreational autonomous and controlled motivation and on monitoring strategies than students in the control condition. Furthermore, struggling experimental condition students reported using significantly more monitoring and evaluating strategies than their counterparts in the control condition.

Predictors of adolescents’ change in reading literacy: the role of reading strategies, reading motivation, and declarative metacognition

Declarative metacognition, use of reading strategies and reading motivation are important predictors of reading literacy. Moreover, reading motivation’s strong links with reading strategy use and declarative metacognition raise questions about whether motivation moderates the effects of the latter on reading literacy and its development during secondary school. Whereas most previous research implemented cross-sectional analyses focusing on one or more of the aforementioned variables, this study takes a longitudinal perspective to examine how reading motivation (reading for enjoyment versus interest), declarative metacognition and reading strategy use – directly or in interaction – concurrently predict reading literacy in Grade 7 and subsequent changes until Grade 9. Applying structural equation models to a sample of 4,037 secondary school students from the German National Educational Panel Study, the results revealed that reading for enjoyment and declarative metacognition had strong effects on reading literacy in Grade 7. In contrast, reading for interest exhibited a small negative effect and the effects of strategy use were negligible. Longitudinal analyses replicated the cross-sectional pattern with more modest effect sizes. Contrary to our hypotheses, the effects of declarative metacognition and reading strategy use on reading literacy at Grade 7 as well as changes in reading literacy until Grade 9 were not moderated by aspects of reading motivation. Finally, regarding the trajectory of reading literacy, our results challenge previous assumptions on the importance of reading for interest and reading strategies use, but also confirm earlier findings on the relevance of declarative metacognition and reading for enjoyment.

Strategy use and self-perception in L2 academic reading

This article reports the main results of a think-aloud protocol study inquiring into reading strategy use and self-perception of first-year English studies and teacher trainee majors when reading academic texts in their L2. The verbal protocol was combined with a short follow-up interview and the SORS test to identify the findings and highlight any possible correlations between the three datasets. The results suggest that students have a general preference for metacognitive strategies, and the findings appear to show a certain degree of consistency across different types of data. The most frequently used and reported strategies included guessing from context, re-reading, use of external resources, and self-evaluation.

Eleventh-grade Students’ Use of Metacognitive Reading Strategies in Arabic (L1) and English (L3)

Eleventh-grade Students’ Use of Metacognitive Reading Strategies in Arabic (L1) and English (L3)

Enhancing Reading Comprehension Skills of Prospective Teachers Using Suitable Reading Strategies

This study focused on using appropriate reading strategies to improve the reading comprehension of prospective teachers in two teacher education colleges in the Vellore District of Tamil Nadu, India. The paper begins by introducing the importance of English language in the contemporary environment, and then highlights the significance of reading comprehension for academic purposes. Three reading strategies were employed in the experimental study. The sample size and the testing methods employed in the experiment are described in the methodology section. The statistical analysis to determine the reading comprehension skills was done with mean, paired sample t-test and co-efficient. The results confirm that the use of appropriate reading strategies enhances the reading comprehension skills of the samples.

Instruction Increases Canadian Students’ Preference for and Use of Lateral Reading Strategies to Fact-Check Online Information

Canadian middle and high school students (N = 2,278) completed a “CTRL-F” curriculum teaching them how to evaluate online information by reading laterally to investigate sources, check claims, and trace information to original contexts. A subset of CTRL-F students (N = 316) were in classes with teacher-matched control groups (N = 287). Some CTRL-F students (N = 994) completed a delayed posttest. At pretest, students indicated preference for some lateral reading strategies, but preference rarely translated into use. Following instruction, CTRL-F students showed greater preference for and use of lateral reading than controls and greater alignment between preference and use. The curriculum’s impact varied by demographic factors but not by differences in implementation. Gains were maintained from posttest to delayed posttest. Direct instruction and practice in lateral reading appear to strengthen connections between students’ preferences and utilization of these strategies to evaluate online content relevant to academic and personal life.

PROMOTING METACOGNITION OF READING STRATEGIES IN A HIGHER EDUCATION CONTEXT IN PAKISTAN

To develop reading skills of students, teachers have been advised to provide metacognitive reading strategy instruction by researchers. However, previous research has provided limited understanding of how teachers could foster metacognition of reading strategies in a ‘real’ classroom setting. Moreover, previous research pre-supposed an a priori list of teaching practices in the lessons and did not take into account the needs of the students and the context during metacognitive reading strategy instruction. Studies facilitating metacognitive reading strategy instruction in an ESL setting are also rare. This paper reports on an action research that provides a detailed data-led understanding of how metacognition of reading strategies could be promoted in an ecologically valid university level ESL classroom setting. The study participants of this study were eight undergraduate university students. Data for the study was collected through learner diaries, interviews, think aloud protocols, note-taking, researcher journal and end of class feedback in two action research cycles over an academic year. The findings revealed that providing explicit instruction and opportunities for collaborative discussion about strategy use as well as promoting students’ interest in reading helped raise students’ awareness, use and regulation of reading strategies. Implications of the study are discussed.

A Study of Use of Reading Strategies by Adult Learners of English in Pakistan

Strategic reading has been recognized as an important and critical skill that ensures better reading comprehension abilities. It is evident from Second Language (L2) reading research that less skilled readers are unaware of the use and importance of reading strategies. English is the official language of Pakistan and is used in almost every field of life. Despite this wide use of English, English language teaching and learning in Pakistan is unsatisfactory. This study explored the use of reading strategies by undergraduate and graduate-level learners of English in Pakistan. A Survey of Reading Strategies (SORS) was used to collect data. Fifty undergraduate-level and fifty graduate-level learners participated in the study. Results of the current study showed that almost all the learners frequently used almost all the reading strategies. No statistically significant difference in the use of reading strategies was found between undergraduate and graduate-level learners. Support reading strategies were preferred more by undergraduate-level learners, and graduate-level learners preferred global reading strategies. No statistically significant difference was found between the male and female learners of English in terms of the use of reading strategies.

An An Investigation into the Correlation between Students’ Metacognitive Reading Strategy Use and Reading Performance in English

The purpose of this study was to investigate the relationship between students’ metacognitive reading strategy use and reading performance in English. The participants of the study were 32 randomly selected summer scheme 2019 academic year undergraduate Sidama language and literature trainees who took several English language courses including reading skills courses. To collect the necessary data for the study, the researchers utilized Mokhtari and Sheorey’s (2002) Survey of Reading Strategies and a reading comprehension test. Hence, it is a correlational study. A Bivariate Pearson correlation was conducted to examine the degree and direction of association between the subjects’ use of reading strategy and their reading performance in English. Besides, means and standard deviations were computed to determine the level of applying the metacognitive strategies by the subjects. In both of the analyses, the researchers used the SPSS version 20. The findings showed that the participants are active users of all three types of reading strategies (global, problem-solving and support strategies) measured by the Survey of Reading Strategies (SORS), problem-solving strategies were the most preferred and support strategies the least preferred. Conversely, the Pearson correlation analysis results showed that there is no statistically significant relationship between the overall metacognitive reading strategy use and the total score of the student’s general reading test performance (r = 0.112, p = 0.585). It is, therefore, concluded that the students are high reading strategy users of all three types of reading strategies, but there is an insignificant correlation with their reading performance where this inconsistency may be partly attributed to unguided or unconscious usage of reading strategies. Keywords: metacognitive, reading strategies, reading performance, correlation

Reading Strategies Used by Elementary Students When Comprehending Digital Texts

Filipino youths are shifting away from reading printed texts in the 21st century as more information becomes accessible via the Internet. This study aims to determine the digital reading comprehension levels of Grade six pupils, their use of online reading strategies, and whether proficient and less proficient digital readers use different reading strategies. One hundred seventy-four sixth-grade students at a public elementary school in Naga City, Philippines, took digital reading comprehension and strategy-use tests during the 2019-2020 academic year to achieve this purpose. Of the three types of online reading strategies (global, problem-solving, and support), the elementary students reported employing more support strategies than the other types. Moreover, proficient digital readers highly use reading strategies across the three types, while less-proficient digital readers employ the strategies moderately. However, most participants showed a lack of proficiency in digital reading skills. It is recommended that literacy teachers teach the judicious use of online reading strategies to assist elementary students in comprehending digital texts.

The Effect Of Shared Reading Strategy on Students Reading Comprehension In Narrative Text at The Second Grade of SMPN 2 X Koto Tanah Datar In The Academic Year 2021/2022

This study aims to determine the effect of the shared reading strategy on students' reading comprehension in class II narrative texts at SMPN 2 X Koto Tanah Datar for the 2021/2022 academic year. This research is caused by several problems related to teaching reading. First, students have difficulty identifying the main idea. Second, students lack the desire to read a text. The last is a problem related to teaching reading by the teacher. The strategy used in teaching reading is still conventional. To overcome this problem, researchers have implemented a shared reading strategy.
 This study uses experimental research. Researchers used a quasi-experimental design using a non-equivalent control group design. The population in this study were class II students at SMPN 2 X Koto. Sample in VIII.
 From the results of the calculation of the post-test values ​​of the two classes, the average post-test value (2) of the experimental class was 71.77. This is higher than the average post-test control class (1), 61.29. This means that the alternative hypothesis (Ha) is accepted and it can be interpreted that the reading test results of students who are taught using the shared reading strategy are better than the results of the reading tests of students who are not taught using the shared reading strategy. So, it can be concluded that all hypotheses are accepted. It is proven that the use of shared reading strategies helps students' reading comprehension of narrative texts well.

The Effect of Reciprocal Teaching on Developing the Reading Comprehension and Reading Strategies of Eleventh Grade EFL Students

Objectives: Reading is a critical skill that English language learners should learn effectively. The present study investigated the effect of Reciprocal Teaching (RT) method on developing English language learners reading comprehension skills and reading strategies. 
 Method: The participants in this study were 165 11th grade female students, distributed into two groups: (Experimental = 84 students) and (Control = 81 students). Four instruments were used to collect the data: a pre/post-test in reading comprehension, five unit tests, a questionnaire and teacher’s observation. Data collected analyzed quantitatively and qualitatively. Quantitatively, the independent sample T test was used to compare the means of the experimental and control groups in the pre/post-test and the unit tests. The η 2 - Eta square was applied to the unit tests’ results to examine the effect size of using RT. Descriptive statistical analysis was used to calculate the means, standard deviations and percentages of eighteen strategic reading practices. Qualitative data was analysed used the Thematic analysis qualitative method. 
 Results: Data analysis showed that the experimental group outperformed the control group in the pre-post-test, unit tests and use of RT reading strategies. However, despite the fact that the experimental group outperformed its counterparts in the control group in the posttests, the calculation of their test results reveals that their performance wasn't great (M=11.42). 
 Conclusions: Recommendations and implications of using RT method in teaching reading comprehension were advanced and discussed.

The Relationship Between Reading Self-Efficacy and Perceived Use of Reading Strategies Among Saudi EFL Students

This study aimed to explore the relationship between reading self-efficacy and perceived use of reading strategies among Saudi EFL senior high school female students. With a correlational research design, the study data were collected by administrating two questionnaires: The Reader Self-Perception Scale (RSPS) questionnaire adapted from Henk & Melnick (1995), and the Survey of Reading Strategies (SORS) adapted from Li & Wang (2010). The two instruments were administrated to 90 Saudi senior high school female students randomly selected from three different public schools in Riyadh, Saudi Arabia. The data were analyzed using Pearson correlation coefficient and regression analysis to determine the relationship between self-efficacy and EFL learners’ perceived use of reading strategies. The study findings revealed how Saudi senior high school students possessed more low and moderate levels than high levels of reading self-efficacy, and that metacognitive processes were the most frequently used strategies among cognitive and compensation strategies. In addition, a positive relationship between students’ reading self-efficacy and perceived use of reading strategies was detected. Pedagogical implications of the study findings and its recommendations were presented and discussed.

Reading comprehension and strategy use: Comparing bilingual children to their monolingual peers and to bilingual adults.

The current study investigated the predictive ability of language knowledge and reported strategy use on reading comprehension performance in English-speaking monolingual and bilingual students. One hundred fifty-five children in grade 4 through 6 (93 bilinguals and 62 monolinguals) were assessed on receptive vocabulary, word reading fluency, reading comprehension, and reading strategy use in English. An additional 38 adult bilinguals (i.e., English Language Learners) were assessed on the same measures. Although, the bilingual adult group and bilingual children had significantly lower English vocabulary knowledge relative to the monolingual children, the bilingual adults exhibited reading comprehension performance that was on par with the monolingual children; both groups outperformed the bilingual children. This discrepancy was accounted for by reported strategy use, wherein bilingual adults reported more inferencing, more connecting between sections of text and more reference to the text structure than the children. Reported strategy use also accounted for unique variance in reading comprehension performance above and beyond the contributions of English vocabulary knowledge and word reading fluency. Findings highlight the strategies that successful readers report and emphasize the value of promoting effective strategy selection in addition to language instruction in the development of reading comprehension skill.