On Suggestions of Strategy Training in Reading Comprehension

2016 ◽  
Vol 6 (4) ◽  
pp. 849
Author(s):  
Xiaoling Yang
Keyword(s):  
Reading Comprehension ◽  
Strategy Training ◽  
Training Models ◽  
Regular Reading

This paper introduces the goals of strategy training and provides kinds of forms that are taken when designing strategy training. Models are firstly listed to make sense of general procedures of strategy training which ensue an approach to integrating strategy training into the regular reading classroom, as a blueprint for teachers to put it into practice. 

“Google and me together can read anything.” Online reading strategies to develop hypertext comprehension in ESL readers

2021 ◽  
Vol 17 (2) ◽  
pp. 896-914
Author(s):  
Kshema Jose
Keyword(s):  
Reading Comprehension ◽  
Language Proficiency ◽  
Reading Strategies ◽  
Literacy Skills ◽  
Strategy Training ◽  
Online Reading ◽  
Esl Teachers ◽  
Topic Familiarity ◽  
Online Reading Comprehension ◽  
Online Texts

If we are to build in our students, literacy skills relevant for the 21st century, reading classrooms need to take into account the changing nature of texts that our students are required to read in real-world contexts (Alexander & The Disciplined Reading and Learning Research Laboratory, 2012). This paper exhorts ESL teachers to use online texts or hypertexts, in addition to print textbooks, in the reading classroom. The use of hypertexts can increase the literacy participation of students by making reading authentic, and ensuring literacy skills they acquire more meaningful and productive (Coiro, Killi, & Castek, 2017). In the reading classroom where this research was located, it was observed that readers who scored low on reading comprehension tests based on print texts demonstrated higher levels of comprehension while performing on tests based on hypertexts. The study was conducted to identify the reading strategies used by these readers. It was found that ESL readers were able to overcome deficits in their prior knowledge (topic familiarity) and/or language proficiency by using specific reading and navigating strategies. This paper proposes that strategy training in the use of newer reading and navigating strategies might help develop online reading comprehension expertise and build independent reading habits in ESL readers.

scholarly journals On Non-English Majors’ Strategy Training in English Reading Comprehension

2017 ◽  
Vol 10 (10) ◽  
pp. 153
Author(s):  
Xiaoling Yang
Keyword(s):  
Reading Comprehension ◽  
Questionnaire Survey ◽  
Strategy Training ◽  
Control Group ◽  
Reading Competence ◽  
English Reading ◽  
Significant Difference ◽  
English Majors ◽  
English Reading Comprehension ◽  
Experimental Group

This paper reviewed the literature of the previous research and questionnaire survey on reading strategy. Based on theories of psycholinguistics, a five-week experiment was carried out in order to probe into the effectiveness of strategy training. The experiment was designed to answer the following question: Can reading comprehension be improved by strategy training? Two groups of subjects from non-English majors participated in the experiment and questionnaire survey. Experimental group received training on reading strategies while control group didn’t. By comparing the results of the pretest and posttest of the two groups, the effectiveness of strategy training was examined. The results of data analysis indicated that both efficient and non-efficient readers use strategies to facilitate their reading and there was no significant difference between them with regard to strategy use in general, but some strategies were especially favored by the efficient readers and that reading competence could be improved by strategy training.

scholarly journals Do Different Instruction Modalities Matter? Exploring the Influence of Concept Mapping and Translation Strategies Instruction on the Reading Comprehension Ability of Adult EFL Learners

2017 ◽  
Vol 8 (4) ◽  
pp. 761
Author(s):  
Mehran Davaribina ◽  
Shahram Esfandiari Asl
Keyword(s):  
Reading Comprehension ◽  
Concept Mapping ◽  
Strategy Instruction ◽  
Analysis Of Covariance ◽  
Strategy Training ◽  
Control Group ◽  
Efl Learners ◽  
Translation Strategy ◽  
Comprehension Ability ◽  
Reading Comprehension Ability

The present study was an attempt to compare the effect of concept mapping strategy instruction and translation strategy instruction on the reading comprehension ability of the Iranian EFL learners. To do so, 90 EFL learners at the intermediate level studying in a language institute in Ardabil, north Iran were randomly assigned into three equal groups (concept map, translation and control).  Having taken a reading pretest, the participants in experimental groups were instructed using mentioned strategies whereas the control group learners were taught the same content with no strategies integrated. Results of analysis of covariance (ANCOVA) revealed that the participants in the experimental groups significantly outperformed the participants in the control group, suggesting that the application of concept mapping and translation strategy training can generate more positive effect on the reading comprehension ability of the learners. Also, the findings of the study indicated that the concept mapping group outperformed the translation strategy group on the reading posttest. Pedagogical implications and suggestions of the study will be discussed.

scholarly journals Exploring the Dynamic Interplay between Note-taking Strategies and Reading Comprehension Performance of Moroccan EFL Students: A Quasi-Experimental Study

2020 ◽  
Vol 1 (2) ◽  
pp. 159-170
Author(s):  
Bani Koumachi
Keyword(s):  
Reading Comprehension ◽  
Strategy Training ◽  
Note Taking ◽  
Reading Practice ◽  
Arts And Humanities ◽  
Reading Material ◽  
Active Reading ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students

Recently, at Moroccan tertiary level and in the area of student practices, little attention has been brought particularly to the skill of note-taking and active reading comprehension, and an insightful and in-depth understanding of how students learn from lectures could presumably be valuable in understanding and unravelling the intricacies of possible positive results of their note-taking behavior. The current study focuses mainly on the instruction of students into the systems of note-taking and how that affects their level of reading comprehension. Therefore, the effort reported here attempts to assess the students’ current systems of notetaking and how they contribute to reach a full understanding of reading comprehension texts. The participants were 94 Semester-One students at the department of the English Studies at Ibn Tofail University, School of Arts and Humanities in Kénitra, Morocco. The data of the present study were collected by means of a TOEFL iBT Reading Practice comprehension test (i.e., post-test), and strategy training equating note-taking schemas and reading comprehension texts. The findings have showcased that after having been instructed through many sessions of note-taking, students felt that their process of reading comprehension is enhanced as they were able to organize their ideas and information from the text, stay focused and engaged while reading, and keep a record of reading material to use it later. This is solid proof that they critically used and retained what they read.

The effect of metacognitive strategy training on reading comprehension and metacognitive knowledge

2001 ◽  
Vol 1 ◽  
pp. 255-274 ◽  
Author(s):  
Monika Kusiak
Keyword(s):  
Reading Comprehension ◽  
Language Proficiency ◽  
Reading Skills ◽  
Metacognitive Knowledge ◽  
Strategy Training ◽  
Metacognitive Strategy ◽  
Control Group ◽  
Self Evaluation ◽  
Regulatory Strategies ◽  
Metacognitive Strategy Training

This article discusses the results of research investigating the effect of metacognitive strategy training on the reading comprehension and metacognitive knowledge of Polish intermediate learners of English as a foreign language. Results of a pretest and posttest questionnaire and a reading comprehension test administered to both an experimental and a control group of students suggest that students who were taught to apply self-regulatory strategies while performing a task related to reading could enhance their metacognitive knowledge of themselves as readers, their perceptions of the reading process and reading strategies, and their motivation as well as self-evaluation of reading skills. With respect to the students’ reading comprehension, a comparison of the effect of the training on students at two levels of language competence indicates that the training was more effective for the less proficient students. The study points to the effectiveness of metacognitive strategy training for students at an intermediate level of language proficiency. It also stresses the significance of learners’ beliefs concerning reading and underscores the role of metacognition in developing reading skills.

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