Metacognitive Reading Strategy Training for Development of Reading Comprehension and Critical Thinking

2021 ◽  
Vol 140 ◽  
pp. 271-292
Author(s):  
Ha Young Lee
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Reading Strategy ◽  
Strategy Training

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 An Introspective Study of Arabic and Mandarin-Speakers’ Reading Comprehension Strategies

2010 ◽  
Vol 28 (1) ◽  
pp. 14 ◽  
Author(s):  
Marilyn Abbott
Keyword(s):  
Reading Comprehension ◽  
Strategy Instruction ◽  
Reading Strategy ◽  
Strategy Training ◽  
Top Down ◽  
Chi Square ◽  
Bottom Up ◽  
Cross Cultural Differences ◽  
Mandarin Speakers ◽  
Chi Square Analysis

Little L2 reading strategy research has explored the effect of linguistic and cross-cultural differences on strategic reading habits. This study attempted to fill this void by examining the reading strategies that Arabic and Mandarin speaking immigrants employed when reading and answering Canadian Language Benchmarks Assessment reading comprehension items. A chi-square analysis of their bottom-up and top-down strategy use revealed that the Mandarin-speakers used bottom-up strategies significantly more than expected, whereas the Arabicspeakers used top-down strategies more than expected. The findings of the study are discussed in the light of earlier research, and some preliminary implications for reading strategy instruction, strategy training studies, and test development practices are suggested.

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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