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.

Improving Adolescent Students' Reading Comprehension with Istart

2006 ◽  
Vol 34 (2) ◽  
pp. 147-171 ◽  
Author(s):  
Danielle S. McNamara ◽  
Tenaha P. O'Reilly ◽  
Rachel M. Best ◽  
Yasuhiro Ozuru
Keyword(s):  
Prior Knowledge ◽  
Reading Strategies ◽  
Strategy Instruction ◽  
Reading Strategy ◽  
Strategy Training ◽  
Reading Strategy Instruction ◽  
Adolescent Students ◽  
Adolescent Readers ◽  
Active Reading ◽  
Bridging Inference

This study examines the benefits of reading strategy training on adolescent readers' comprehension of science text. Training was provided via an automated reading strategy trainer called the Interactive Strategy Trainer for Active Reading and Thinking (iSTART), which is an interactive reading strategy trainer that utilizes animated agents to provide reading strategy instruction. Half of the participants were provided with iSTART while the others (control) were given a brief demonstration of how to self-explain text. All of the students then self-explained a text about heart disease and answered text-based and bridging-inference questions. Both iSTART training and prior knowledge of reading strategies significantly contributed to the quality of self-explanations and comprehension. Adolescents with less prior knowledge about reading strategies performed significantly better on text-based questions if they received iSTART training. Conversely, for high-strategy knowledge students, iSTART improved comprehension for bridging–inference questions. Thus, students benefitted from training regardless of their prior knowledge of strategies, but these benefits translated into different comprehension gains.

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.

scholarly journals Reading First, Science Last: An Investigation into Reading Comprehension Strategy Usage in Science Education

2014 ◽  
Vol 5 (1) ◽  
pp. 74
Author(s):  
Carol Fetters ◽  
Evan Ortlieb ◽  
Earl H. Cheek
Keyword(s):  
Reading Instruction ◽  
Reading Strategies ◽  
Expository Text ◽  
Science Instruction ◽  
Strategy Instruction ◽  
Reading Levels ◽  
Reading Strategy Instruction ◽  
Classroom Conversations ◽  
Print Materials ◽  
Qualitative Exploration

This qualitative exploration was designed to examine strategy-based reading instruction using science expository text in grades 2-5. This study centered on case studies of six elementary teachers and how they used reading strategies during science instruction. Findings revealed that although the teachers’ use of expository text was limited, teachers utilized particular reading strategies that extended and elaborated the students’ oral discussions during science instruction. The classroom conversations about science topics extended the students’ background knowledge of the science concepts that related to science expository text materials in grades 2-5. Further research could include alignment of reading strategy instruction with science instruction using print materials that are matched with the students’ instructional reading levels.

Exploring strong and weak EFL readers’ strategy use after a reading strategy and extensive reading instructional intervention

2018 ◽  
Vol 31 (1) ◽  
pp. 345-377 ◽  
Author(s):  
Ying-Chun Shih ◽  
Barry Lee Reynolds
Keyword(s):  
Reading Instruction ◽  
English Language ◽  
Strategy Instruction ◽  
Junior College ◽  
Reading Strategy ◽  
Strategy Use ◽  
Strategy Training ◽  
Extensive Reading ◽  
Verbal Reports ◽  
Language Class

Abstract After 16 weeks of extensive reading and reading strategy instruction in an English as a Foreign Language class (n = 52) at a junior college in Taiwan, three weak and three strong second language readers were recruited to investigate reading strategy use. Strategies were inferred from verbal reports gained through a think aloud methodology as participants read a text equivalent to those encountered during regular classroom instruction. Results indicated strong readers used more global strategies than weak readers. Strong readers had a more diverse reading strategy repertoire while weak readers tended to lean towards the use of a single strategy. In addition, strong readers tended to combine strategies. These and other results are discussed in terms of the translation-based reading instruction currently dominating Taiwanese secondary school classrooms. Suggestions are also provided on how classroom English teachers should implement reading strategy training in the English language classroom.

Improving second language reading comprehension through reading strategies

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Deborah June Yapp ◽  
Rick de Graaff ◽  
Huub van den Bergh
Keyword(s):  
Second Language ◽  
Reading Strategies ◽  
Meta Analysis ◽  
Strategy Instruction ◽  
Reading Strategy ◽  
Effect Sizes ◽  
L2 Reading ◽  
Reading Strategy Instruction ◽  
Second Language Reading Comprehension ◽  
Pedagogical Approaches

Abstract Effective readers consciously or unconsciously use reading strategies to help them process information on what they read. All readers can benefit from reading strategy instruction but empirical research on which strategies are effective is lacking. Less is known about reading strategy effectiveness in a second language (L2). This meta-analysis of 46 L2 reading strategy studies analysed ten reading strategies, also in combination with a range of pedagogical approaches and found an overall mean effect size of 0.91, underscoring the benefits of multi strategy teaching. Effect sizes were calculated for each strategy, as well as the combination of strategy with approach, instructor type, intervention duration and type of test used. Some strategies were more effective than others. Also, differences in effect sizes are dependent on the approach used. Some pedagogical approaches are effective for some strategies but not with all. We recommend further research in L2 reading strategy interventions and instruction.

The impacts of reading strategy instruction on improving the reading comprehension of students with different learning styles

2021 ◽  
Vol 11 (2) ◽  
pp. 413-432
Author(s):  
Mojtaba Tadayonifar ◽  
Mohammadreza Valizadeh ◽  
Mahnaz Entezari ◽  
Mosfata Bahraman
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Strategy Instruction ◽  
Reading Strategy ◽  
Strategy Training ◽  
Long Term Effects ◽  
Reading Strategy Instruction ◽  
Post Test

Abstract The current study explores the short- and long-term impacts of explicit reading strategy instruction for improving reading comprehension of students with different learning styles. Sixty Iranian EFL learners took part in this study. They took the Cambridge ECCE reading test as the pre-test and were divided into five groups according to learner type based on Flemings’s VARK questionnaire. The participants underwent 12 weeks of explicit reading strategy instruction and took a post-test to determine the immediate effects of reading strategy training. Three months later, they took a delayed post-test to check the long-term effects of the training. The results of paired samples T-Test and ANOVA using SPSS indicated that there were significant differences in the pre-and post-test scores for all groups in all tests. The results of the post hoc analysis indicated that the auditory type showed the most and the visual type showed the least amount of improvement. The study thus suggests equipping students with appropriate reading strategies that are tailored to their perceived learning style in order to lead to better comprehension and subsequently more enjoyment when reading.

scholarly journals The Efficacy of Academic Reading Strategy Instruction among Adult English as an Additional Language Students: A Professional Development Opportunity Through Action Research

2018 ◽  
Vol 35 (2) ◽  
pp. 78-103
Author(s):  
Raj Khatri
Keyword(s):  
Professional Development ◽  
Reading Comprehension ◽  
Reading Strategies ◽  
Strategy Instruction ◽  
Reading Strategy ◽  
Reading Performance ◽  
Strategy Use ◽  
Post Intervention ◽  
Reading Strategy Instruction ◽  
Academic Reading

This action research project empirically evaluated the efficacy of reading strategy instruction to help advance adult English as an additional language (EAL) students’ development of academic reading skills and strategy use. The study involved 16 adult participants attending English for Academic Purposes (EAP) programs in British Columbia. These participants received reading strategy instruction over nine sessions during a 6-week period. To capture participants’ reading strategy use, Mokhtari and Sheorey’s Survey of Reading Strategies instrument was used in the pre- and post-intervention stages. Similarly, to measure participants’ reading comprehension abilities, an identical, standardized reading comprehension test was administered in the pre- and post- intervention stages. Participants’ weekly post-task verbal reflections and post-intervention interviews provided qualitative data for the study. Findings showed that reported reading strategy use obtained from the instrument and reading performance increased significantly after the intervention. The results from the analysis of participants’ reflections and interviews revealed a positive association between participants’ strategy use and reading performance. Conducted as a part of professional development, this study aims to resolve EAP professionals’ practical concerns about the use of reading strategies in academic reading as well as provide action researchers with suggestions for future implementation. Ce projet de recherche-action a permis d’effectuer une évaluation empirique de l’efficacité de l’enseignement de stratégies de lecture afin de faire avancer le développement des compétences académiques de lecture et du recours aux stratégies de lecture chez les étudiants adultes inscrits à un cours d’anglais comme langue additionnelle. Ont participé à l’étude 16 adultes inscrits à des programmes d’anglais académique en Colombie-Britannique. Ces participants ont pris part à neuf séances d’enseignement de stratégies de lecture sur une période de 6 semaines. L’instrument de mesure Reading Strategies de Mokhtari et Sheorey a été utilisé pour évaluer le recours des participants aux stratégies de lecture avant et après la période d’intervention. Un test identique et standardisé de compréhension de la lecture a également été administré avant et après la période d’intervention afin d’évaluer les capacités de compréhension des participants. Les réflexions verbales offertes par les participants après les exercices et les entrevues réalisées après l’intervention ont produit des données qualitatives pour l’étude. Celle-ci a permis de constater un accroissement significatif du recours aux stratégies de lecture fournies par l’instrument et de la performance de lecture suite à l’intervention. Les résultats de l’analyse des réflexions et des entrevues des participants ont permis de constater une association positive entre l’utilisation de stratégies de lecture et la performance de lecture des participants. Menée dans le cadre du perfectionnement professionnel, cette étude vise à répondre aux inquiétudes pratiques des professionnels de l’enseignement de l’anglais académique relativement au recours aux stratégies de lecture tout en fournissant aux praticiens et praticiennes de la recherche-action des suggestions à mettre en œuvre dans le futur.

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.

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