scholarly journals Identificación de las estrategias y motivación hacia la lectura, en estudiantes universitarios mexicanos

2014 ◽  
pp. 254-277 ◽  
Author(s):  
C. a Dr. Jorge Guerra García ◽  
Dra. Yolanda Guevara Benítez ◽  
Mtro. Alfredo López Hernández ◽  
Mtro. Juan Pablo Rugerio Tapia
Keyword(s):  
College Students ◽  
Intrinsic Motivation ◽  
Reading Strategies ◽  
Public University ◽  
Intermediate Level ◽  
Comprehension Strategies ◽  
School Activities ◽  
Academic Texts ◽  
Psychology Course ◽  
Estudiantes Universitarios

Las estrategias de comprensión lectora y la motivación intrínseca hacia la lectura son aspectos relacionados con la comprensión de textos expositivo-argumentativos, aunque no suelen evaluarse. El objetivo del estudio fue evaluar dichos aspectos en estudiantes de la carrera de Psicología de una universidad pública. Participaron 570 estudiantes de cuatro semestres escolares. Se aplicó individualmente el Inventario de Estrategias Metacognoscitivas y Motivación por la Lectura. Las estrategias más utilizadas fueron de identificación de información o ideas en el texto, las de nivel intermedio fueron de análisis de la lectura, y las de nivel bajo fueron de consulta de fuentes adicionales. La motivación intrínseca presentó un nivel intermedio. No hubo diferencias significativas entre los alumnos de distintos semestres, pero sí en el uso de apoyos para la lectura del texto. Las actividades escolares no parecen promover el uso de estrategias metacognoscitivas para la lectura de textos académicos, ni motivación intrínseca en los alumnos. AbstractReading comprehension strategies and intrinsic motivation towards reading are related features regarding comprehension of argumentative-expositive texts, although they are not always assessed. The main purpose was to identify such variables with college students enrolled in a Psychology course at a Mexican public university. 570 students participated from 19 groups at four semesters.  The Metacognitive and Motivational Reading Strategies Inventory was individually administered. Most of the students used strategies related to identify information or ideas in the text; in the middle were those for the reading analysis, and the least used was the additional sources review. Intrinsic motivation for reading academic texts was shown in an intermediate level. No statistically significant differences between students of different semesters were found, however, there were some differences in the use of supports for reading. School activities do not appear to increase the use of metacognitive strategies, neither they promote greater intrinsic motivation.Recibido: 07 de septiembre de 2013Aceptado: 10 de marzo de 2014

scholarly journals Measuring Reading Strategy Use

2019 ◽  
Author(s):  
Anthony Clairmont
Keyword(s):  
Instrument Development ◽  
Reading Strategies ◽  
Strategy Use ◽  
Comprehension Strategies ◽  
Sentential Context ◽  
Reading Comprehension Strategies ◽  
Multidimensional Measure ◽  
Adolescent Readers ◽  
Academic Texts ◽  
Development And Validation

This study describes the development and validation of a multidimensional measure of preadolescent and adolescent readers’ abilities to apply reading comprehension strategies necessary for understanding challenging academic texts. The Strategy Use Measure (SUM) was designed with the intention of being pedagogically informative to the increasingly multilingual student population in the U.S. in grades 6 through 8. The SUM aims to measure four areas of knowledge and skill that are widely purported to support the use of reading strategies: (a) morphological awareness, (b) knowledge of cognates, (c) ability to relate micro- and macro- ideas within a text, and (d) the ability to use intra- and inter-sentential context clues for defining unfamiliar words. The test was developed following a principled, iterative process to instrument development, employing Rasch models and qualitative investigations to test hypotheses related to the instrument’s validity. Findings suggest promising evidence for the validity and fairness of this multidimensional measure.

scholarly journals An Examination of the Metacognitive Reading Strategies Used by Native Speakers of Arabic When Reading in English and Arabic

2011 ◽  
Vol 4 (2) ◽  
pp. 151 ◽  
Author(s):  
Negmeldin O. Alsheikh ◽  
Kouider Mokhtari
Keyword(s):  
Reading Strategies ◽  
Native Speakers ◽  
Self Report ◽  
Comprehension Strategies ◽  
Reading Comprehension Strategies ◽  
Academic Texts ◽  
Actual Use ◽  
Arabic And English ◽  
Metacognitive Reading Strategies ◽  
Advanced Proficiency

This study examined the metacognitive awareness and reading comprehension strategies used by advanced proficiency ESL readers whose native language is Arabic. The study looked at the perceived use of reading strategies by Arabic native speakers in Arabic and English and their actual use of these strategies in reading academic texts in the two languages. The goal was to compare the reading strategy profiles of Arabic native speakers in English and Arabic through quantitative means using a self-report survey of strategy use (n=90), and qualitative means using a think-aloud protocol with a subset of the original sample (n=10). The topic and research questions are pertinent because they add to a relatively small database showing Arabic native speakers rely heavily on reading strategies in their L2 than when reading in their L1.

Reading Strategies and Academic Success: The Case of First-Semester College Males

2016 ◽  
Vol 21 (1) ◽  
pp. 2-20
Author(s):  
Alex Poole
Keyword(s):  
College Students ◽  
Academic Success ◽  
Reading Strategies ◽  
Text Comprehension ◽  
Strategy Use ◽  
College Males ◽  
First Semester ◽  
Academic Texts ◽  
Effective Use ◽  
Successful Students

Research has shown that males often struggle with the demands of college, one of which involves comprehending academic texts. Many males, however, do understand course readings and are successful students. Unfortunately, little is known about how successful and struggling college males differ in their use of reading strategies, the effective use of which is vital for academic text comprehension. The following study aimed to fill this gap by analyzing first-semester college males’ strategy use and investigating whether it was related to academic success. The results were similar to other studies of college students’ strategy use and suggest that many males are unwilling or unable to use certain strategies. In addition, a small number of significant correlations between strategy use and academic success were found. Explanations for such results and pedagogical interventions to help first-semester college males better use reading strategies are considered.

scholarly journals LA MOTIVACIÓN Y EL ESTILO DE APRENDIZAJE REFLEXIVO- CRÍTICO EN LA UNIVERSIDAD NACIONAL DE INGENIERÍA MOTIVATION AND LEARNING STYLE REFLECTIVE-CRITICAL IN THE UNIVERSIDAD NACIONAL DE INGENIERÍA

2017 ◽  
Vol 24 (1) ◽  
pp. 53
Author(s):  
Romulo Romero Centeno
Keyword(s):  
College Students ◽  
Learning Styles ◽  
Intrinsic Motivation ◽  
Learning Style ◽  
Engineering Students ◽  
Reflective Learning ◽  
Medium Level ◽  
Motivation And Learning ◽  
The Relationship ◽  
Estudiantes Universitarios

La presente investigación tuvo como objetivo fundamental establecer el grado de relación existente entre la motivación intrínseca y el estilo de aprendizaje reflexivo-crítico en los estudiantes de la Universidad Nacional de Ingeniería (UNI), durante el año académico 2009 II. La muestra de estudio estuvo conformada por 371 universitarios, de sexo masculino y femenino, de condición económica media y medio baja, de condición académica regular, cuyas edades varían de 16 a 32 años, de las distintas facultades de la Universidad Nacional de Ingeniería. La muestra fue seleccionada en forma probabilística mediante el proceso del azar simple. El diseño de investigación adoptado fue el correlacional para establecer la relación entre la motivación intrínseca y estilo de aprendizaje reflexivo-crítico en los estudiantes de ingeniería. Para identificar el nivel de motivación intrínseca se utilizó el test de motivación intrínseca. El nivel de desarrollo del estilo de aprendizaje reflexivo-crítico fue medido por un cuestionario de estilos de aprendizaje reflexivo crítico. Los resultados muestran que (1) el nivel de la motivación intrínseca alcanzado por los estudiantes universitarios de la Universidad Nacional de Ingeniería se ubica en el nivel alto y medio. (2) El nivel de desarrollo del Estilo de aprendizaje reflexivo-crítico en los estudiantes de la Universidad de Ingeniería fue alto y medio; y (3) respecto a la correlación entre el nivel de motivación intrínseca y el nivel de desarrollo del estilo de aprendizaje reflexivo- crítico se encontró una relación significativa. Se concluye que, en la muestra estudiada, existen relaciones significativas entre la motivación intrínseca y el estilo de aprendizaje reflexivo-crítico en los estudiantes universitarios de la Universidad Nacional de Ingeniería. Palabras clave.- La motivación intrínseca - Estilo de aprendizaje reflexivo-Crítico - Estudiantes de la Universidad Nacional de Ingeniería. ABSTRACTThis investigation had as a fundamental aim to establish the relationship between the intrinsic motivation and the learning style reflective-critical of the students from the Universidad Nacional de Ingeniería during the academic year 2009 II. The study sample was consisted of 371 college students, male and female, economically disadvantaged middle and lower middle regular academic status whose ages range from 16 to 32 years, and also students from the different faculties of the Universidad Nacional de Ingeniería. The sample was selected in a probabilistic way by simple random process. The research design adopted was the correlation to establish the relationship between intrinsic motivation and learning style reflective-critical engineering students. The intrinsic motivation test was used to identify the level of the intrinsic motivation of the students while the level of development of the style-critical reflective learning was measured by a questionnaire of critical reflective learning styles. The results show that (1) the level of intrinsic motivation achieved by university students of different faculties of the Universidad Nacional de Ingeniería is located in the high and medium level. (2) The level of development of reflective learning style-critical students of different faculties of the University of Engineering was high and medium, and (3) regarding the correlation between the level of intrinsic motivation and level of development learning style-critical reflective found a significant relationship. So we may conclude in this study sample that there are significant relationships between the intrinsic motivation and the learning style, critical reflective college students at the Universidad Nacional de Ingeniería. Keywords.- Intrinsic motivation - Learning style-critical and thoughtful students of the Universidad Nacional de Ingeniería.

scholarly journals A Model for the Strategic Use of Metacognitive Reading Comprehension Strategies

2017 ◽  
Vol 19 (2) ◽  
pp. 187-201
Author(s):  
Juan David Gómez González
Keyword(s):  
Reading Comprehension ◽  
Strategy Instruction ◽  
Reading Proficiency ◽  
Intermediate Level ◽  
Comprehension Strategies ◽  
Reading Comprehension Strategies ◽  
Content Learning ◽  
The Past ◽  
Composite Approach ◽  
Main Components

This paper describes an approach to developing intermediate level reading proficiency through a strategic and iterative use of a discreet set of tasks that combine some of the more common metacognitive theories and strategies that have been published in the past thirty years. The case for incorporating this composite approach into reading comprehension classes begins with an explanation of its benefits and the context in which it came to be; its relationship to theoretical discourse in the field; a description of its three main components: textual indicators, strategy instruction, and content learning; and concludes by presenting a model for implementing the approach that integrates these three components.

scholarly journals Reading Comprehension Strategies among EFL Learners in Higher Learning Institutions

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Hamza Al-Jarrah ◽  
Nur Salina binti Ismail
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Conceptual Knowledge ◽  
Cultural Knowledge ◽  
Higher Learning ◽  
Comprehension Strategies ◽  
Efl Learners ◽  
Reading Comprehension Strategies ◽  
Reading Materials ◽  
Learning Institutions

A variety of reading strategies are required to comprehend reading materials. Without effective reading strategies, students mostly face reading comprehension difficulties. This study aims to investigate reading comprehension strategies among English foreign language (EFL) learners in higher learning institutions. The study employed qualitative method and 10 Arab students of Universiti Sultan Zainal Abidin (UniSZA) and Universiti Malaysia Terengganu (UMT) were interviewed. Inductive thematic approach was used to analyze data. The findings indicates that the most commonly used reading strategies among the EFL learners are logical knowledge (under linguistic schema), formal construction (under formal schema), cultural knowledge (under cultural schema), and prior knowledge and conceptual knowledge (under content schema). This study concludes that reading strategies help the EFL learners in understanding English reading materials. To improve reading strategies for EFL learners, there is a need for collective effort of English language teachers, curriculum designers, educationists, education policy makers, and the EFL learners themselves.

scholarly journals Reading Strategies Used in Reading Academic Texts by Students of High and Intermediate Reading Proficiency Levels

K ta Kita ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 82-87
Author(s):  
Johan Setiawan ◽  
Nani Indrajani Tjitrakusuma
Keyword(s):  
Learning Process ◽  
Reading Strategies ◽  
Reading Skills ◽  
Reading Proficiency ◽  
Text Structure ◽  
English Department ◽  
Elaborative Interrogation ◽  
Proficiency Levels ◽  
Academic Texts ◽  
Proficiency Level

In this study, the reading strategies used by students of high and intermediate reading proficiency levels were qualitatively examined. Reading strategies are important factors that affect someone's reading proficiency. In the development of education, reading strategies are continuously carried out to facilitate the learning process and sharpen students' reading skills. The purpose of this study is to discover the reading strategies used by the English Department students with high and intermediate reading proficiency levels in reading academic texts. This study uses reading strategies theory by Grabe (2009) combined with the interview questions by Mokhtari and Reichard (2002) to examine the reading strategies of ten participants consisting of five people with high reading proficiency level and five other people with intermediate reading proficiency level. This study showed that students of high reading proficiency levels tend to use more reading strategies than students with intermediate reading proficiency level. The biggest difference is in the use of text-structure awareness and inferencing strategies. It indicates that the mastery of text structure is directly related to reading effectiveness. Without text structure awareness, other reading strategies such as summarizing, inferencing, and elaborative interrogation will be seriously disrupted. Keywords:  Reading Strategies, Academic Text, High Reading Proficiency Level, Intermediate Reading Proficiency Level

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