Reading strategies in Portuguese teaching as a second language for deaf students

The aim of this study was to examine the reading strategies used by Grade 11 English Second Language (ESL) learners and the possible effects of reading instruction on their reading comprehension and strategy awareness. A quasi-experimental pre-test and post-test control group design was used. The participants included a total of 60 Grade 11 learners from a high school. The results of this study indicate that (1) learners who received reading strategy instruction scored both statistically and practically significantly higher marks on the reading comprehension test than those in the control group and (2) explicit instruction in the use of reading strategies was essential to bring about the increased use of reading strategies of learners in the experimental group. The study has implications for learners, teachers, university students and lecturers.

Download Full-text

Second Language Reading: A Curricular Sequence for Teaching Reading Strategies

Foreign Language Annals ◽

10.1111/j.1944-9720.1981.tb01661.x ◽

1981 ◽

Vol 14 (5) ◽

pp. 415-422 ◽

Cited By ~ 25

Author(s):

Carol Hosenfeld ◽

Vicki Arnold ◽

Jeanne Kirchofer ◽

Judith Laciura ◽

Lucia Wilson

Keyword(s):

Second Language ◽

Reading Strategies ◽

Second Language Reading ◽

Teaching Reading

Download Full-text

Eye-tracking in Second Language Reading

International Journal of Innovation, Creativity and Change ◽

10.53333/ijicc2013/15523 ◽

2021 ◽

pp. 416-432

Author(s):

Ivana Roncevic

Keyword(s):

Second Language ◽

University Students ◽

Eye Tracking ◽

Reading Strategies ◽

English Language ◽

Target Language ◽

Second Language Reading ◽

Process Information ◽

Research Results ◽

Level Process

In this study eye tracking software was used to analyse the ways in which university students, adult competent speakers of English at C1 level, process information when reading texts in the target language, and which strategies they use in order to summarise a given text. Research results point to four different reading techniques used by the participants in the study: partly selective fast linear, partly selective slow linear, selective structural and nonselective reading strategies. In comparison with previous research with reading tasks in L1, results show that readers take more time when reading in L2. In addition, there is a need for skill enhancement for the purpose of improved text structuring in reading tasks in the English language.

Download Full-text

The effect of degrees of bilingualism on metacognitive linguistic skills

International Journal of Bilingualism ◽

10.1177/1367006918781060 ◽

2018 ◽

Vol 23 (5) ◽

pp. 1064-1086

Author(s):

Salim Abu Rabia

Keyword(s):

Second Language ◽

Reading Comprehension ◽

Reading Strategies ◽

Positive Impact ◽

Research Question ◽

Significant Variable ◽

Comprehension Task ◽

Significant Difference ◽

Linguistic Skills ◽

Metacognitive Reading Strategies

Purpose and research question: The present study investigated whether there was any significant difference between balanced bilinguals, dominant bilinguals, limited bilinguals and monolinguals in the application of metacognitive linguistic skills while doing a reading comprehension task in the additional (English) language. Namely, how do different degrees of bilingualism affect metacognitive linguistic skills? Methodology: The present study examined three domains of metacognitive reading process (planning, monitoring and evaluating), as well as the overall use of metacognitive reading strategies. Four groups of participants (30 seventh grade students in each group) completed a Metacognitive Reading Strategies Questionnaire, aimed at measuring their metacognitive awareness in each domain after fulfilling a reading comprehension task in English. Data analysis: A multivariate analysis of variance (MANOVA) was used in order to test the differences within groups and between groups. Findings and conclusions: Level of metacognitive reading awareness was affected by the degree of bilingualism. There was a positive influence of balanced (reading and writing skills in the second language) and imbalanced (oral skills in the second language) degrees of bilingualism on metacognitive linguistic abilities. A balanced degree of bilingualism exerted the greatest influence on most of the metacognitive reading domains (planning, monitoring and the total use of metacognitive strategies). Significance: A significant advantage of balanced bilinguals over all other groups was revealed. Level of metacognitive reading awareness was affected by the degree of bilingualism. Thus, bilingual education should be taken seriously due to its positive effect on all aspects of thinking and learning. Results provided additional support to the notion that bilingualism had a positive impact on the metacognitive linguistic skills. Moreover, the balance between the languages appeared to be a significant variable. Thus, balanced bilinguals, who possessed the highest competence in the second language, showed the best performance in the domains of planning, monitoring and overall use of metacognitive reading strategies. Limited bilinguals, on the contrary, demonstrated the lowest scores in the mentioned domains. The findings also revealed the absence of any considerable difference between the groups in the domain of evaluating.

Download Full-text

Reading in Mandarin and English: Using Reading Miscue Inventory and Retrospective Miscue Analysis with Adult English Language Learners

10.32469/10355/45865 ◽

2014 ◽

Author(s):

◽

Yang Wang

Keyword(s):

Second Language ◽

Reading Strategies ◽

English Language ◽

Native Language ◽

First Language ◽

Case Analysis ◽

Reading Process ◽

Instructional Tool ◽

Evaluation Tool

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This qualitative case study explored five college ELLs' reading processes in their native Mandarin language and the English language. The purpose of this case study is 1) to discover the reading process of five native-Mandarin-speaking adult ELLs at a large Midwestern university; 2) to learn their perceptions of reading; and 3) to learn about their strategy use in reading the selected materials in both Mandarin and English. I met with each participant individually. In the beginning I did the reading interests inventory and the Burke Reading Interview in Mandarin and in English to learn about their beliefs in the two languages. I surveyed their reading metacognition in both languages. Then I selected four pieces of texts (two in Mandarin and two in English) for RMI and RMA with each reader. At the end, I did post-interviews and post-surveys. Through the study, I kept a double entry journal. Then I conducted within-case analysis and cross-case analysis. This study found 1) by the end the participants believed reading was to know the meaning in both languages and helping them to examine their reading in their first language makes them more successful in their second language; 2) the readers used all linguistic and pragmatic language cueing systems to construct meaning in both languages, and they relied more on linguistic cueing systems in English; 3) they used all natural reading strategies and other similar strategies in both languages, and applied unique strategies to construct meaning in English; 4) the RMA sessions helped the participants build their confidence and revalue their reading, especially in English; 5) the participants became more metacognitive through the RMA sessions, and highly proficient readers may not be the most metacognitive ones. This study suggests RMI is an effective reading evaluation tool for the reading process of the first language as well as the second language. Reading teachers and ELL teachers could use RMI to understand their students' reading process and re-evaluate their students' reading comprehension. This study also suggests RMA is an effective instructional tool. The RMA sessions could build the students' confidence, focus more on meaning, and uncover their reading strategies, as well as their strengths and weaknesses. ELLs need to read actively and closely for meaning; use their successful native language reading strategies and unique strategies in their English reading; experience aesthetic reading for pleasure and read various genres and different topics; and read aloud as long as it is meaningful. ELL teachers need to help the learners establish their belief about reading; use RMI as an evaluation tool; use RMA as an instructional tool and help readers embrace their good reading strategies; encourage them to use their successful native language reading strategies and unique English language reading strategies; and encourage readers to read widely outside of classroom.

Download Full-text