Use Of Reading Strategies Research Articles

Metacognitive reading strategies: gender, locality, and age differences among secondary school students

This study ascertained the influence of gender, locality and age on metacognitive reading strategies of secondary school students. The sample size consists of 440 students randomly selected from 23 secondary schools. An adopted questionnaire tagged “metacognitive reading strategies questionnaire,” was used as the data gathering instrument, with a logical validity of 0.88 and Cronbach alpha of 0.73 as internal consistency. The data collected were analysed statistically using descriptive statistics and t-tests. Data analysis revealed that females' reading strategies outnumber males'; females' global strategies ranked highest, while females' problem-solving strategies ranked lowest; and students in urban secondary schools tended to utilise metacognitive reading strategies more frequently than their rural counterparts. This study also shows that students with higher age brackets make more use of metacognitive reading strategies than lower-age students. Therefore, it is recommended that educators should be prepared to educate students how to effectively utilise various components of metacognitive reading strategies.

Exploring ESL Learners’ Reading Strategies Based on the Theory of Reciprocal Determinism

The purpose of this study is to explore the relationship between reading strategies and Bandura’s (1986) theory of Reciprocal Determinism. Previous research acknowledged the concept of Reciprocal Determinism as an effective teaching approach, however, limited research has been done to consider how reading is influenced by learners’ personal factors, behavior and environment. Based on four Research Questions, the study explores the perceived use of reading strategies by 225 undergraduates who completed a critical reading course at a local university. These learners of English as a Second Language responded to an online questionnaire adapted from Mokhtari and Sheorey’s (2002) Survey of Reading Strategies. Based on the learners’ ratings of the reading strategies, namely Global Reading Strategies, Problem-Solving Strategies and Support Strategies, the findings revealed that there is a significant relationship between the learners’ perceived use of reading strategies and the three factors of Reciprocal Determinism, namely Personal Factors, Behaviour and Environment indicating a cyclical effect that infuences learners’ reading comprehension. This exploration of reading strategies through this theory has pedagogical implications on how reading is taught to scaffold and help learners increase metacognitive awareness and self-efficacy. Overall, this study contributes to a further understanding of the importance of taking into account the three factors in a reading environment and the relationship between reading strategies and RD. Future studies could be an extension of how the cyclical effects of Reciprocal Determinism and reading strategies could be strategically integrated into the teaching of skilled and unskilled readers and in other learning domains.

Relationship Between English as a Foreign Language Learners’ Use of Reading Strategies and Their Perceptions of Critical Reading Self-Efficacy

Relationship Between English as a Foreign Language Learners’ Use of Reading Strategies and Their Perceptions of Critical Reading Self-Efficacy

Persepsi Siswa SD dalam Penggunaan Strategi Reading Aloud dan Sustained Sailent Reading Terhadap Kemampuan Menjelaskan Isi Bacaan

This article examines the perceptions of upper grade elementary school students towards the use of reading aloud and sustained silent reading strategies in improving the ability to explain the content of reading. This research uses a qualitative approach with descriptive methods. Data collection techniques include: (1) assessment of students' ability to explain the content of reading, (2) interviews with students regarding their perceptions of reading aloud and sustained silent reading strategies, and (3) documentation of the text reading process. The research instruments used were: (1) assessment sheet of the ability to explain the content of reading, (2) structured interview guide, and (3) documentation of students' reading process. The results showed that based on the assessment of the ability to explain the content of reading and interviews regarding the comparison between reading aloud and sustained silent reading strategies, it was concluded that the sustained silent reading strategy was more effective in learning. This is because the strategy makes it easier for students to understand and explain back the content of the reading.

The Correlation of Field Cognitive Style and Working Memory Capacity with English Reading Strategy of Second Language Learners

Understanding written text is crucial in language acquisition, and the cognitive style and working memory capacity of an individual play crucial roles in determining their level of reading comprehension. Individual differences may result in different reading strategies being employed during the reading process. Research has demonstrated that cognitive style and working memory capacity can impact language learning outcomes like vocabulary acquisition, grammar comprehension, and speaking fluency. However, there is a lack of research on how these cognitive factors relate to the reading strategies utilized by English as a second Language learners. The purpose of this study is to explore the relationship between Field-Independent and Field-Dependent (FI/FD) cognitive styles and working memory capacity in relation to the utilization of English reading strategies among freshmen engineering majors at BIPT. Data is gathered utilizing the theoretical model of FI/FD cognitive styles, working memory capacity and English reading strategies. The collected data includes results from the Cognitive Style Figure Test (CSFT), Reading Span Test, and a questionnaire on English reading strategies, which are then analyzed using SPSS 22.0. The findings from the thorough analysis show that there exists a notable relationship between working memory capacity and the utilization of reading strategies in relation to FI/FD cognitive styles. Students exhibiting an FI cognitive style tend to favor the implementation of cognitive and metacognitive strategies, whereas those with an FD style are inclined towards employing social/affective strategies. Additionally, disparities in the use of reading strategies are observed between students with high and low working memory capacity. Students with high working memory capacity demonstrate a higher tendency to employ cognitive strategies, metacognitive strategies, and social/emotional strategies when compared to those with low memory capacity.

The impact of an online hybrid reading intervention on the reading comprehension and strategy use of Iranian English for specific purposes students in relation to an evaluated researcher-made ESP textbook

Research suggests that English for Specific Purposes (ESP) students in English-as-a-Foreign-Language (EFL) contexts have difficulties understanding the passages in technical English textbooks of various fields of study including computer software engineering. Few experimental studies to date have investigated the effect of an online hybrid reading intervention on the reading comprehension performance of these students. To fill this gap, the present experimental study sought to assist these students with comprehending the passages of an ESP textbook entitled ''Technical English for Computer Software Engineers'', developed for computer software engineering students of a non-profit university in Babol, Iran. In doing so, an 8-session online hybrid reading intervention featuring cognitive and metacognitive strategies was administered to an experimental group (n = 30) of ESP students, while the control group (n = 30) followed the conventional approach to teaching the reading skill. To track the participants' reading comprehension, International English Language Testing System (IELTS) reading tests were used before and after the intervention. Results showed that the treatment led to a statistically significant difference between the two groups in terms of the reading comprehension and strategy use. In addition, the teachers' and students' perceptions with regard to the whole textbook were reported. Findings bear pedagogical significance for all the stakeholders.

A Discourse Analysis of the Ideological Knowledge of EFL Learners in Reading Skills

This research aims to help English as a Foreign Language (EFL) teachers prepare for the actualizing of the basic methodologies used in teaching EFL reading skills. The current research set out to accomplish three goals. First, it intended to explore Iraqi EFL students’ perspectives on the use of basic critical thinking strategies in scholastic reading. Second, it set out to analyze the students’ views towards using basic mindfulness methods in EFL reading lessons. Third, it attempted to show whether or not logical reasoning and thinking were gender-related. As a result, the current investigation attempted to encourage student perception using inventive models dependent on the fundamentals of basic reading skills and basic speech assessment to highlight the standards of language mindfulness. In presenting reading entries, the knowledge and critical thinking of the students motivated them to better understand the writings presented in the research. Students who participated in this research stressed the need to learn different methods to improve their comprehension and appreciation of English reading material. Thus, the aftereffects of the examination demonstrated that the students liked to be taught using a basic way that presented them the option of improving their basic perception and understanding of the viewpoints and belief systems behind the writings. They added that improving their cognizance would prepare them to have the option to allow them to comprehend the significant implications of the writings.

Reading motivations, strategies, and interventions of teachers in bridging learning gaps

The changes in the education landscape due to the pandemic allowed an agency for an understanding of a situation in elementary schools located in an urban poor area in the Philippines to strengthen literacy particularly in reading. While most studies on reading especially in the Philippines investigated on reading performance and ways to increase reading fluency of learners, it is important to investigate as well teachers’ motivations, strategies, and interventions. This qualitative study described teachers’ motivation, strategies and interventions to bridge learning gaps in reading. These teachers are from selected elementary schools located in the Division of San Juan City, Philippines Based on the results, teachers are motivated because they want to teach the content better and that their concern for students motivates them. Moreover, the use of various reading strategies like free reading choice, phonological activities and empathy to level with students are strengthened by interventions that are teacher, student, and community oriented.

EFL reading strategies used by high school students with different English proficiency

This study examines EFL students' reading strategy use and explores the differences between the factors affecting the use of the reading strategies by high and low proficiency EFL learners. The participants consisted of students from a high school in Taiwan. Their reading strategy usage and the influencing factors were assessed using the Survey of Reading Strategy (SORS), think-aloud protocols, and semi-structured interviews. The findings reveal no significant disparities in problem-solving strategies and supporting reading strategies between high and low proficiency learners. However, no table differences were observed in the employment of global reading strategies. In addition, learners' vocabulary size and syntactic knowledge emerged as influential factors in the utilization of reading strategies. The results also indicate that high proficiency learners employ top-down reading strategies, while low proficiency learners rely on bottom-up reading strategies to approach their reading tasks. Detailed results of the reading strategies used by the two groups of students and factors affecting the strategy results are shown and discussed, followed by pedagogical implications. At the end, suggestions for the future research will be presented.

메타인지 읽기 전략 지도가 아랍어 학습자의 읽기 전략 사용과 읽기 능력에 미치는 영향

The purpose of this study is to investigate the effect of metacognitive reading strategy instruction on Arabic learners’ metacognitive reading strategy use and reading comprehension. The participants of the study are intermediate Arabic learners in Myongji University and the experimental group was given metacogtnitive reading strategy instruction on planning, monitoring and evaluation strategies. To collect data, metacognitive reading strategy questionnaires and reading comprehension tests were used. The major findings of this study are as follows. First, the result of pre- and post-metacognitive reading strategy questionnaires indicates metacognitive reading strategy instruction was verified to have a positive effect on Arabic learners’ metacognitive strategy use. Second, the results reveal that metacognitive strategy instruction improved Arabic learners’ reading comprehension. The difference between the pre- and post-reading comprehension tests in the experimental group was statistically significant while the control group didn't show any statistical difference.

O ensino de estratégias de leitura em anos iniciais para a formação de leitores profissionais em indexação: mapeamento sistemático de literatura

Reading strategies help the professional reader to read faster and considering the author’s ideas and, to develop them, prior knowledge of the reading strategies taught in the initial years of training is necessary. To study the reading strategies taught in the early years, understand how they are used and what contributions they bring to training a professional reader, a qualitative literature review research was carried out, using the systematic mapping methodology, which made it possible to survey relevant research on the topic of interest. It was found that reading is considered very important for the integral formation of the student, and is one of the main means of access to knowledge, and that the use of reading strategies enable greater textual understanding. It was found that the prior knowledge brought by the student is also fundamental for the process of understanding the text, and is essential for the formation of good readers. In conclusion, guaranteeing libraries in schools with librarianship professionals to carry out reading projects together with teachers and students is essential, and pursuing the continuing education of teachers, so that they can improve their pedagogical practices, is paramount.

An Investigation of EFL Learners’ Reading Strategy Use

Reading is one of the four primary skills, alongside listening, writing, and speaking. It involves cognitive and comprehension processes. Reading is a dynamic skill that urges learners to find and use a variety of materials and resources. This study was conducted to reveal the type of reading strategies used by EFL preparatory university students at a foreign language department in a foundational university. The participants of this study were 65 EFL learners aged between 18 to 22 years old. The data was collected and analyzed through a questionnaire and semi-structured follow-up interviews. The findings gave insight into the reading strategies most and least used by learners. Furthermore, it provided EFL instructors with the opportunity to focus on the learners’ reading weaknesses. It also highlighted the importance of reading strategies awareness among learners and underscored the significance of acquiring reading strategies as a vital method for EFL learners to improve their reading comprehension.

The effects of question previewing on response accuracy and text processing: An eye-movement study

The present study investigated the impact of manipulating reading strategies (i.e., reading the questions first [QF] or reading the passage first [PF]) during a reading comprehension test where we explored how reading strategy was related to student characteristics (i.e., reading achievement and working memory capacity). Participants' eye movements were monitored as they read 12 passages and answered multiple-choice questions. We examined differences in (a) response accuracy, (b) average total time on words in the text, (c) total task reading time, and (d) time reading text relevant to questions as a function of PF and QF strategies. Analyses were conducted to examine whether findings varied as a function of student characteristics (i.e., reading achievement and working memory capacity) and grade level (Grades 3, 5, and 8). Several interesting findings emerged from our study, including a limited effect of reading strategy use on response accuracy, with only eighth graders demonstrating better accuracy in the QF condition, and several demonstrations of PF leading to more efficient test-taking processes, including (a) longer average total reading times on words in the passage in the PF condition that could be associated with creating a better mental model of the text, (b) often being associated with less total-task time, and (c) being associated with more successful search strategies. Implications for providing teachers and students with strategies are discussed.

Chinese Senior High EFL Learners’ Foreign Language Reading Anxiety: Profile and Sources

In comparison with other skill-specific foreign language anxiety, foreign language reading anxiety (FLRA) was a less-researched realm. The purpose of the study was to investigate the general profile and possible sources of FLRA in the under-explored Chinese senior high EFL students. The 60 participants were from 2 high schools in China. The study employed the “explanatory sequential mixed method design” (Creswell & Plano Clark, 2018). First, the quantitative data were collected via the adapted Foreign Language Reading Anxiety Scale (FLRAS) (Lu & Liu, M., 2015), and analyzed with SPSS. Then, based on participants’ scores on FLRAS (adapted), specific responses, and consent to further interviews, 4 subjects were selected as sources of qualitative data. The conclusions were drawn that (1) more than half the learners (78.33%) were generally exposed to little FLRA (M=2.57); (2) possible FLRA sources could be divided into 4 main categories, with overall 16 subsets: (a) individual factors (reading interest, self-expectation, reading strategy use, background knowledge); (b) textual factors (topic, task type, text length, tested vocabulary, grammar, text structure, rhetoric); (c) instructional factors (teaching method, evaluation); (d) situational factors (teacher-student dynamic, parental anticipation, peer pressure). Despite limitations such as limited sample size and scope, absence of further validation testing, and neglect of examination of background variables, the study purveyed valuable suggestions for language educators to enhance strategies addressing FLRA among Chinese EFL senior high learners. These suggestions included considering the impact of text structure and rhetorical devices on FLRA, prioritizing vocabulary instruction, and implementing anxiety-reducing interventions, e.g. the “flipped classroom model” (Gök et al. 2021). Furthermore, the study emphasized the need for further research on the more representative FLRA profile of Chinese young EFL learners, statistical examination of the relevance of various sources to FLRA, investigation of the relationship between background variables and FLRA among Chinese senior high EFL learners, and exploration of the universality and language-specific nature of different FLRA sources.

A STUDY ON TEST-TAKING STRATEGIES TO IMPROVE ENGLISH MAJORED STUDENTS’ READING COMPETENCE

Previous studies have investigated the significance of reading proficiency in acquiring the English language and brought attention to the reading difficulties learners have in their learning process. This study examines the use of speed-reading strategies as a method to enhance learners' reading ability. Seventy senior English-major students from the Faculty of Foreign Languages at Dong Nai Technology University were participating in the study during their final semester. The study employed a mixed methodology, which included collecting quantitative data from a pretest-posttest paradigm without a control group, questionnaires before and after the use of speed reading strategies, and qualitative data through observations. The students' reading competence was assessed using a standardized IELTS reading test at the start of the study, followed by a pre questionnaire and 10 hours of speed reading training with observations. After the training, the students took a posttest to determine the discrepancy between the pre-test and post-test, and post questionnaire was sent to the participants to understand their opinion about the use of strategies in doing tests. Speed reading techniques were found to enhance students' performance on reading tests and cultivate a positive attitude towards reading comprehension. The students gained valuable reading skills and strategies that contribute to academic success.

Critical Reading inside a Cross-curricular Approach

This qualitative action research study explores six reading strategies to engage students in more dynamic reading through the implementation of workshops focused on the cross-curricular approach to develop critical reading skills among ninth graders at a public school. The study was conducted with 22 students selected, in the city of Manizales, Colombia. The data collection instruments were students’ artifacts, teachers’ field notes, focus group questionnaires, survey questionnaires, and documentary analysis. The findings demonstrate that the use of reading strategies within a cross-curricular approach facilitates the development of critical reading in students. In addition, the design of materials (workshops), based on topics related to the students' environment, has an impact that not only contributes to improving their knowledge of English but also to expanding their knowledge in other areas of the academic field.

Reading Level Vis-À-Vis Academic Performance in English of Grade 6 Learners in Subic District

This study was conducted to determine the Reading Level and Academic Performance of Grade 6 Learners in Subic District. The unit of analysis of the study was the 30 grade six Teachers of the said school who serve as respondents. This study focuses on the Reading Comprehension Level and Academic Performance of Grade 6 students in Subic District. The descriptive correlational research method was used in this study. To obtain the needed data the researchers administered a survey questionnaire to identify the challenges and strategies of Teachers in Teaching Reading which consisted of 30 items and collect the Academic Performance in 1st – 4th Quarter grades and Final average in English Subject. Aside from that the researcher collects the Philippine Informal Reading Inventory or Phil-IRI result of Grade 6 Students in School Year 2021-2022.The data were tabulated, analyzed and interpreted. The statistical tools employed in this study were the percentage, weighted mean and pearson (r).
 Based on the Findings, the researcher concluded the following: A typical teacher in the Grade 6 level in Subic district schools is a female mid-adult, married, has been in service to the Department of Education for at least half a decade with a general elementary education degree. The level of competencies that pupils have in letter recognition, fluency, vocabulary and comprehension; The teachers-respondents agreed that in the use of teaching reading strategies they have procedures and challenges encountered that they have remedies or strategies to address the challenges. There is a correlation between the learner’s learning competencies and teachers’ challenges and there is a significant relationship between reading level and academic performance in English of grade 6 Learners in selected schools of Subic District, Division of Zambales.

ANALYSIS THE PROBLEMS ENCOUNTERED BY STUDENTS IN READING COMPREHENSION

This study focused on the problems encountered by students in reading comprehension. The purposes of this research were to find out kinds of problem faced by students in reading comprehension and the causes of the problems. Then, the researcher tried to provide the strategies to solve those problems. This research used descriptive design with qualitative approach. The researcher applied observation, test, interview and documentation as the instrument collecting data. The test consist of 15 multiple choice questions. The types of question based on five aspects in reading comprehension such as determining main idea, locating reference, understanding vocabulary, making inference, and finding detail information. After analysed the data, the result showed that the students in second semester have problem in each aspect of reading comprehension. Based on the interviews conducted, the researcher found that the causes of problem are Insufficient instruction presesnted by the teacher, lack of student’s interest, vocabulary difficulties and house environment. The last, the researcher provide the strategies to solve the problem based on theory and practice such as teacher’s motivation for teaching English reading skill, incresing vocabulary, creating friendly and supportive environment, use of metacognitive reading strategies and background knowledge.

Three-phase model for teaching reading strategies in higher education

Importance. Reading in higher educationis aimed at preparation for interaction with authentic materials in professional settings. Therefore, there is a need to develop practice-oriented skills within the learning process, which requires making adjustments to the generally accepted model of organizing reading tasks. The purpose of the study is to adapt the three-phase model of text work to the use of metacognitive reading strategies in higher education.Research Methods. Based on the analysis of scientific literature, the conditions for organizing work within the three-phase model were determined, its functional components were identified. The way of progressive integration of four reading strategies into this model was designed with taking into account their role in the realization of functional components.Results and Discussion. Procedural functions reflecting the communicative goals of each stage were identified for each stage of the three-phase model: motivational-informational, interpretive, and reflective. Four reading strategies were integrated into this continuum. The list of strategies includes: previewing, which allows assessing the relevance of the material without direct interaction with the text; skimming, which serves as a way of determining the structure of the text; scanning, which is used for highly accurate understanding of the semantic elements of the text; and the K-W-L table, which is used for retroflexive analysis of the information learned from the text.Conclusion. The three-phase model of reading allows integrating strategies without considerable structural changes. At the same time, the use of the indicated strategies leads to the expansion of potentially forming reading skills during task completion.

The effects of reading strategy training on students’ reading strategy use and critical reading ability in EFL reading classes

The effects of reading strategy training on students’ reading strategy use and critical reading ability in EFL reading classes