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Thesis proposal defense 2011.5.18

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Thesis proposal defense 2011.5.18

  1. 1. Effects of Reading Strategies on HighSchools Students’ ReadingComprehension Ability Presenter : Chia- Li Sabina Chen Instructor : Dr. Pi-Ying Teresa Hsu Date : May 18th , 2011 1
  2. 2. ContentsIntroductionLiterature ReviewMethodology 2
  3. 3. Introduction Background Motivation 3
  4. 4. BackgroundEnglish has been a subject required of elementary and secondarystudents in many EFL academic contexts. The main goal of teachingand learning is helping students to pass the entrance examinationinto senior schools and colleges or universities. (Huang ,2006) 4
  5. 5. BackgroundMost researches discussed that one of serious Englishlearning problems was difficulty in reading.(Adams, 1990; Arnold, 2009; Dreyer & Nel , 2003; Juel, 1988) 5
  6. 6. BackgroundReading has been a significant and viablemeans of developing second language or foreignlanguage ability. (Day & Bamford, 1998; Krashen, 1995) 6
  7. 7. Motivation reading-based textbook sentencevocabulary pattern 7
  8. 8. Motivation if students can easily and clearly reading understand what the teacher taughtstrategies to develop reading skills and increase capacities of vocabulary and syntactic knowledge 8
  9. 9. Literature ReviewReading StrategiesCognitive /Metacognitve Reading StrategiesPurposes of the StudyResearch Questions 9
  10. 10. Reading StrategiesIn reading process, strategies have been focused onsecond language reading research both in print anddigital reading. (Akyel & Erçetin, 2009) 10
  11. 11. Reading Strategies help learners read second language texts with comprehension (Maarof & Yaacob, 2011) 11
  12. 12. Reading Strategies reading strategiescognitive Metacognitive supportstrategies strategies strategies(Mokhtari & Sheorey, 2002; Mokhtari & Reichard, 2004; Sheorey & Mokhtari , 2001) 12
  13. 13. Cognitive Reading Strategiesthe actions and procedures readers use whileworking directly with the text such as re-reading oradjusting speed 13
  14. 14. Metacognitive Reading Strategiesthose intentionally and carefully planned techniquesby learners monitor or manage their reading 14
  15. 15. Support Strategiesprovide to aid the reader in comprehending the text,such as using a dictionary, taking notes, orunderlining or highlighting the text 15
  16. 16. Cognitive /Metacognitve Reading StrategiesCollege students who are higher ability in English readinghave more cognitive and metacognitive awareness so as tohave good performance in English reading comprehension.(Boulware-Gooden, Carreker, Thornhill & Joshi , 2007; Cubukcu, 2008; Garner,1987; Liang ,2002; Rahman & Kummin, 2010; Stein, 2001; Wang, 2006) 16
  17. 17. Purposes of the Study-to explore how frequently high school students use reading strategies to enhance their reading comprehension- to investigate the situation of using reading strategies to understand what reading strategies they like 17
  18. 18. Research Questions1. What kind of reading strategies do high school students use most?2. What kind of reading strategies do high school students like most?3. Do high school students feel that reading strategies are helpful for their reading comprehension and can enhance their reading ability ? 18
  19. 19. Methodology Participants Procedures Instrument Statistical Analysis 19
  20. 20. Participants All senior and vocational high school students in Taiwan including public and private high schools are the population. Stratified sampling will be employed to select the participants as the sample. 20
  21. 21. Procedures Samples Grade Location Time• around 100 • third-year • middle of • May – high school students Taiwan June, 2011 students formal statistical pilot study study analysis Instrument Example of Questionnaire 21
  22. 22. Instrument Instrument Survey of Reading strategies (SORS) cognitive metacognitive support strategies strategies strategies (8 items) (13 items) (9 items) α=.79 α=.92 α=.87(Mokhtari and Reichard, 2002; Mokhtari and Sheorey, 2008; Sheorey andMokhtari, 2001) 22
  23. 23. Example of Questionnaire Five- Likert Scale Reading Strategies 1 2 3 4 5 Strongly disagree undecided agree Strongly disagree agree1. I have a purpose in mind when I read. 1 2 3 4 52. I take notes while reading to help me 1 2 3 4 5 understand what I read.3. I think about what I know to help me 1 2 3 4 5 understand what I read. 23
  24. 24. Factor Revised thePilot study Formal Study Analysis Reliability questionnaire Participants Grade • around north • Third-year 800 high students school students middle Schools Time • 16 senior/ east vocational • September high south – October, schools 2011 24
  25. 25. Statistical Analysis1. What kind of reading strategies do high school students use most?2. What kind of reading strategies do high school students like most? Descriptive Analysis 25
  26. 26. Statistical Analysis3. Do high school students feel that reading strategies are helpful for their reading comprehension and can enhance their reading ability ? Independent-Sample T-test 26
  27. 27. Thanks foryour listening! 27
  28. 28. Q&A 28

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