This document analyzes reading comprehension among students at the CEFR B2 level. It finds that students have a broad active vocabulary but may struggle with low-frequency idioms. An analysis of student data found vocabulary is the main issue, as most words known are in the first 1000 but few beyond 3000. Readability tests also found texts are harder than the ideal range. A survey found students perceive using strategies moderately. Suggestions include incorporating reading into evaluations, standardizing strategy instruction, and promoting independent reading. Addressing vocabulary breadth and explicit strategy teaching are seen as ways to help students reach targets.

2. GENERAL BACKGROUND
INFORMATION

3. CEFR – B2 LEVEL

4. CEFR – B2 Level
OVERALL READING COMPREHENSION
Can read with a large degree of independence, adapting
B2 style and speed of reading to different texts and purposes
,
and using appropriate reference sources selectively. Has
a
broad active reading vocabulary, but may experience
some difficulty with low‑frequency idioms.

5. OVERVIEW

6. FIRST PART
DIAGNOSIS OF THE
PROBLEM

7. What is the problem?
107 Target

8. What is the problem?
126
Target

9. What is the problem?
126
Target

10. Why can’t our students reach the
target for the Reading Section?

11. SECOND PART
ANALYSIS OF EXISTING
DATA

12. VOCABULARY

15. ELASH/WP READING SECTIONS:
CONTRAST CHART (%)
(Against COCA)
1-500 501-3000 >3000 Academic
Elash2 69 16.7 14.3 5.7
WP 62 22 16 22
100%

16. READING SAMPLES - ELASH vs WP
69
70
62
60
50
40
E1
E2
30 WP
22 22
16.7
20
14.3 16
10 5.7
0
1-500 501-3000 >3000 Academic

17. Analysis of ELASH 2 Reading Samples
(against OXFORD3000)
Sample 1 - 3000
1 95 %
2 96%
3 97%
4 89%
5 89%
6 91%
7 94%
AVERAGE 92.8%

18. READABILITY

20. Flesch-Kincaid Grade Level Test
This test rates text on a U.S. school grade level. For example, a score of
8.0 means that an eighth grader can understand the document. For most
documents, aim for a score of approximately 7.0 to 8.0.
Flesch Reading Ease Test
This test rates text on a 100-point scale. The higher the score, the easier
it is to understand the document. For most standard files, you want the
score to be between 60 and 70.
Score Description (EFL students)
90-100 Easily understandable by an average 11-year-old student.
60-70 Easily understandable by 13- to 15-year-old students.
0-30 Best understood by university graduates

21. ELASH - READING SECTION
-SAMPLE READABILITY
Sample FLESCH-KINCAID GRADE LEVEL FLESCH READING EASE
1 7.2 64
2 10.5 46.4
3 8.7 62.6
4 5.1 78.7
5 10.8 51.6
6 9.5 59.2
7 8.8 62.3
AVERAGE 8.66 60.69
Ideal : 7 to 8 Ideal : 60 to 70

22. ELASH/WP : CONTRAST CHART
(Readability)
FLESCH-KINCAID FLESCH READING
GRADE LEVEL EASE
Elash2 8.66 60.69
WP 12.6 40.9
Ideal : 7 to 8 Ideal : 60 to 70

23. ELASH/WP : CONTRAST
CHART (Readability)

24. ANALYSIS OF OUR STUDENTS’
WORD LEVEL/SIZE & READING
STRATEGIES

25. The Vocabulary Levels Test (Nation,
P.)
2nd One Thousand Word List
Target : I05
n=139
SCORE Number of Students Percentage
16/30 535 words 16 ss 11.50%
17/30 568 words 11ss 7.90%
18/30 601 words 19 ss 13.60%
19/30 634 words 10 ss 7.10%
20/30 667 words 12 ss 8.60%
21/30 700 words 15 ss 10.70%
22/30 733 words 09 ss 6.40%
23/30 766 words 13 ss 9.30%
24/30 832 words 06 ss 4.30%
25/30 832 words 04 ss 2.80%

26. I05 STUDENTS WORD LEVEL
2nd 1000 WORD LIST
14.00%
12.00%
10.00%
8.00% SCORE (in word families)
6.00%
4.00%
2.00%
0.00%
533 567 600
633 667 700 SCORE (in word families)
733 767
800 833
683.3 wf

27. Analysis of Reading Strategies
Required in ELASH Texts

28. ANALYSIS OF READING STRATEGIES
REQUIRED BY ELASH 2 TESTS

29. ANALYSIS OF READING STRATEGIES
REQUIRED BY ELASH 2 TESTS
O Inferences: Readers must draw conclusions
about what is meant based on clues in the
text (“reading between lines”).
O Scanning
O Skimming

30. Taking the Test: Steps to
the Inferential Strategy
O Test-takers are required to…
O …read the target questions or statements
carefully.
O …identify relevant information related to the
questions or statements in the text.
O …evaluate how logical the link is between the
identified relevant information and the target
statements.
O …double check their line of reasoning, provided
there is enough time.

31. Analysis of Teaching
Strategies

32. Diagnosis of Teaching Strategies
O Class Observation
O Level: Intermediate
O Formative basis
O Goal: Determine level of effectiveness in the teaching
of reading strategies during textbook activities
O Outcome:
O Listening and speaking skills are mostly integrated.
O Very good application of “stretching the task” notion.
O Teachers are primarily task-resolution oriented
O Reading strategies are taught neither
explicitly nor consistently

33. Analysis of Students’
Perception on Reading
Strategies

34. SURVEY OF READING STRATEGIES (SORS)
Kouider Mokhtari and Ravi Sheorey, 2002
The purpose of this survey is to collect information about the various strategies
you use when you read school-related academic materials in ENGLISH (e.g.,
reading textbooks for homework or examinations; reading journal articles, etc.).
KEY TO AVERAGES
3.5 or higher = High 2.5 – 3.4 = Medium 2.4 or lower =
Low
INTERPRETING SCORES
1) The overall average indicates how often you use reading strategies when reading
academic materials.
2) The average for each subscale shows which group of strategies (i.e., Global, Problem
Solving, or support strategies) you use most often when reading. It is important to note,
however, that the best possible use of these strategies depends on your reading ability
in English, the type of material read, and your reading purpose.
3) A low score on any of the subscales or parts of the inventory indicates that there may be
some strategies in these parts that you might want to learn about and consider using
when reading

36. SURVEY RESULTS ON Ss’ USE (PERCEPTION) ON READING STRATEGIES
SORS - AVERAGE (3.5 or up being high)
PROBLEM SOLVING SUPPORT
TEACHER GLOBAL RS RS RS OVERALL
1 3.21 3.51 3.19 3.30
2 3.13 3.5 3.54 3.39
3 3.42 3.77 3.7 3.63
4 3.47 3.81 3.38 3.55
5 3.26 3.75 3.45 3.49
6 3.44 3.75 3.62 3.60
7 3.62 3.89 3.75 3.75
8 3.22 3.76 3.2 3.39
9 3.58 3.89 3.61 3.69
10 3.21 3.59 3.41 3.40
11 3.26 3.74 3.38 3.46
12 3.12 3.58 3.26 3.32
13 3.3 3.57 3.71 3.53
14 3.18 3.63 3.3 3.37
15 3.42 3.69 3.44 3.52
16 3.22 3.77 3.21 3.40
AVERAGE 3.32 3.70 3.45 3.49

37. Ss’ Use of Reading Strategies
Actual “A learning experience (…) perceived
Low*
to be of high quality can facilitate
Perceived High** learner self-actualization(…)”
Learning
* Based on ELASH scores, current teaching orientation,
observation of classes.
** Based on SORS results
Mercado, L. (2012)

38. THIRD PART
PRELIMINARY
CONCLUSIONS

39. Preliminary Conclusions

40. Preliminary Conclusions

41. Preliminary Conclusions
* Not ICPNA’s program major focus.

42. Hypotheses

43. HOW DO WE
ACHIEVE THIS?

44. tudents and teachers to take a fresh look at the learning process. Its strategies-based instruction guides students to become aware of their learning styles and to develop strategies to make their language learning successful. It can be us

45. Anderson’s Guidelines on How to
Teach Reading Strategies
O Teach specific strategies explicitly.
O Teach strategy clusters.
O Integrate strategies consistently into your
teaching.
O Teach students a wide variety of strategies
From Neil Anderson Teaching ESL/EFL Reading

48. Raising Awareness –
Metacognitive Level

49. TEACHING STRATEGIES
DEMO

50. THINK-ALOUD PROTOCOL
O I predict that …
O I can picture …
O A question I have is …
O This reminds me of …
O This is like …
O I’m confused about …
O The big idea here is …
O I believe …
O The author’s purpose seems to be…

51. STUDENT MATERIAL FOR
APPLICATION (Samples)
READING WORKSHEET
I09 UNIT 3
PART A: MAKING PREDICTIONS.
What do you think the reading at page 16 will be about? Look at the
pictures below and predict 5 words that might appear in the text. Justify
your answer.
Before… After …
1.
2.
3.
4.
5.
PART B: SKIMMING
Answer the questions below.
1. The main idea of paragraph 2 is that June Diaz changed careers
because:
(A) she realized she had always wanted to be a teacher.
(B) She majored in education.
(C) she wasn’t successful in her business career.
(D) She was offered a promotion.
2. According to the text, crossover teachers are not widely accepted
because

52. READING WORKSHEET / I11
PART A: (MAKING PREDICTIONS) Look at the two pictures below. In general, they reflect what
the article is about. Make predictions about its content by reading the statements below and
writing either “I agree” or “I disagree”.
1. To learn better, it is a good idea to know how the brain works. (_________________)
2. There are two types of memory (___________________)
3. The structure of our brain changes physically as a result of studying. (_________________)
4. The brain can remember better when the information is organized. (_________________)
5. The best way to learn something is to teach it to someone else. (__________________)
Now, read the article on page 40 in your workbook. If your prediction was correct, whisper, “Yes!”
If your prediction was wrong, whisper, “Oops!!” Say, “Aha!” or “Wow!” if you are learning
something new from the text. Additionally, write one piece of information that you learned out of
this first reading:
______________________________________________________________________________ __
PART B: (GUESSING MEANING FROM CONTEXT) Mark the best answer to the following questions.
Be ready to justify your answer by thinking aloud.
1. The word “resolve” in the first paragraph is closest in meaning to …….. .
a. work out c. make a firm decision
b. avoid d. result
2. The word “key” in the first paragraph means …… .
a. put information into a computer c. instrument
b. unimportant d. deciding factor
3. The word “take in” in paragraph 2 is closes in meaning to ……. .
a. perceive c. ignore
b. misunderstand d. illusion
4. The expression “make up” in paragraph 5 is closest in meaning to …. .
a. construct c. reconcile
b. accommodate d. memorize

53. FOURTH PART
SUGGESTIONS

54. SUGGESTION 1: Incorporate
Reading into the Evaluation System
O Reading should be regarded as an
objective grade
O As of WHEN?
O The sooner the better
O How should it be evaluated?:
O Multiple Choice Quiz?
O Post-reading discussion in class?

55. Suggested Class Objectives
OBJECTIVES
S S R W W

56. Why would this change not drastically
affect the current status (grading/ T’s
workload, etc.) ?
O Current 3rd Objective O Suggested 3rd
Evaluation Objective
O Speaking : Ss orally Evaluation
report to O Reading : Ss will
teacher/class orally report to
teacher/class
ANY GIVEN SOURCE
SOURCE: TEXT

57. Why is this change necessary?

58. SUGGESTION 2: Standardize Effective
Reading Strategy Instruction
O Direct explanation
O Modeling
O Guided practice
O Application

59. WL: Reading Strategies

60. WL: Reading Strategies

61. SUGGESTION 3: Provide Teachers with
Tools to Model Reading Strategies
O Training
O Video resources
O Written material:
worksheets /
professional reading/
tips

62. SUGGESTION 4: Promote Reading
Portfolios (ALP?)
O SORS.
O Reading Worksheets.
O Graphic Organizers.
O Vocabulary cards (PAVE)
O Vocabulary/learning logs

63. PAVE STRATEGY

64. SUGGESTION 5: Promote the Reading
Flow Initiative
O 40 novels (ADV)
O 40 graded readers (INT)
O 18 Reader’s Digest + MAGAZINES (INT)
O 60 Forum magazines (MET)
O Graded Readers available in the library
O Basic : 150 titles*
O Intermediate : 92 titles*
O Advanced : 62 titles*
*In some cases up to 3 copies per title

65. Final Remarks
O Crucial skill
O Teaching of reading strategies
O Mandatory
O Great opportunity
O Now

66. SOURCES
O Anderson, N. (2010) Teaching ESL/EFL Reading. Education to Go, a part of
Cengage Learning.
O Anderson, N. (1999) Exploring Second Language Reading. Heinle & Heinle
O Mercado, L.(2012) English Language Technology. Cengage Learning
O Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students reading strategies.
Journal of Developmental Education, 25 (3), pp. 2-10.
O Phillips, D. ((2006) Preparation Course for the TOEFL TEST. Longman
O SORS: (Adapted from Oxford 1990, pp. 297-300).
O http://www.readingrockets.org/article/21160/
O http://www.readingquest.org/strat/qta.html
O http://www.educationoasis.com/curriculum/graphic_organizers.htm
O http://www.youtube.com/watch?v=JgUbdzL7gmk
O http://www.youtube.com/watch?v=NHTwGsnQ710