Supporting struggling readers at secondary school: an intervention of reading strategy instruction

2021 ◽  
Author(s):  
Lin Wu ◽  
Martin Valcke ◽  
Hilde Van Keer
Keyword(s):  
Secondary School ◽  
Struggling Readers ◽  
Strategy Instruction ◽  
Reading Strategy ◽  
Reading Strategy Instruction

Promoting students’ critical thinking through reading strategy instruction in a reading class

2016 ◽  
Vol 11 (2) ◽  
pp. 133-151
Author(s):  
K.R. Vinitha Rani
Keyword(s):  
Critical Thinking ◽  
Language Learners ◽  
Second Language Learners ◽  
Strategy Instruction ◽  
Thinking Skills ◽  
Reading Strategy ◽  
Critical Thinking Skills ◽  
Reading Strategy Instruction ◽  
Two Stages ◽  
Bilingual School

This study examined the application of Reading Strategy Instruction (RSI) in a reading class to promote the critical thinking skills of the second language learners. It aims to find out (1) the critical thinking elements in the questions formulated by the participants before the application of RSI, and (2) the critical thinking elements found in the (a) three selected questions, (b) answers, and (c) reflections written by the participants after the application of RSI. This study included sixteen grade 11 participants of a bilingual school in Jakarta, aged between 16 to 18 years old. The participants underwent two stages (1) before the application of RSI, and (2) after the application of RSI. The RSI applied in this study was a modification of Rothstein & Santana’s (2014) “Question Formulation Technique” and Alder’s (2001) comprehension strategies in answering questions. The collected data were analysed by using the modified critical thinking indicators proposed by Mason (1991) and Henri (1992). The results of the study revealed that applying RSI in the reading class was beneficial in promoting the participants’ critical thinking skills. RSI helped the participants to (i) think differently, (ii) use prior background knowledge, (iii) question the facts given in the text, (iv) identify the issues given in the text, (v) give valid solutions to the problem, (vi) connect themselves with the text and the world, and (vii) justify their arguments using valid examples.

scholarly journals The Effects of Collaborative and Non- Collaborative Approaches to Teaching Reading Strategies on Iranian efl Learners’ Reading Comprehension and Attitude toward Reading

2020 ◽  
Vol 25 (1) ◽  
pp. 55-73
Author(s):  
Azadeh Rajaei ◽  
Seyed Hassan Talebi ◽  
Shirin Abadikhah
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Strategy Instruction ◽  
Reading Strategy ◽  
Control Group ◽  
Teaching Reading ◽  
Efl Learners ◽  
Reading Strategy Instruction ◽  
Significant Difference ◽  
Experimental Group

In an EFL context reading is a very important skill in language learning. This study aims at finding if instruction of reading strategies in two different collaborative and non-collaborative approaches affects reading comprehension and attitude toward reading differently. Forty-five Iranian adult female EFL learners at pre-intermediate general English proficiency level in Iran Language Institute (ili) were selected and divided into three groups of 15 students. One group functioning as the control group did not receive any strategy instruction; the second group, as the first experimental group, received reading strategy instruction in collaborative groups (Collaborative Strategic Reading or csr), and the third group considered as the second experimental group received reading strategy instruction in a non-collaborative way. A reading comprehension test and a reading attitude questionnaire were given to all three groups at the beginning of the term as pretests and after the experiment as posttests. The results obtained through one-way anova indicated that though both experimental groups outperformed the control group, there was no significant difference between the two experimental groups in reading comprehension and attitude toward reading. Therefore, it is up to teachers to weigh the advantages of using the collaborative approach to teaching reading against its disadvantages.

Can reading strategies be successfully taught?

1998 ◽  
Vol 21 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Patricia L. Carrell
Keyword(s):  
Foreign Language ◽  
Reading Instruction ◽  
Reading Strategies ◽  
Strategy Instruction ◽  
Critical Issue ◽  
Reading Strategy ◽  
Strategy Training ◽  
Reading Strategy Instruction ◽  
Context Sensitive ◽  
Comprehensive Survey

The purpose of this article is to examine whether and how reading strategies can be successfully taught in second or foreign language reading instruction. A number of researchers agree that it is important for second or foreign language readers to become ‘strategic’ readers. Yet, there is disagreement among these same researchers as to how to accomplish this goal. Part of the problem is that there are no inherently ‘good’ or ‘bad’ reading strategies. What is a good strategy in one situation for one reader, may be a bad strategy in a different situation or for a different reader. Successful and unsuccessful strategy use is apparently context and text dependent. In this article I present a comprehensive survey of the research which has been done on reading strategy training, and confront the critical issue of how to make reading strategy instruction appropriately text and context sensitive rather than the mindless teaching of lists of strategies.

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