High school students' use of reading strategies was examined. A survey was administered to assess how frequently students use cognitive, metacognitive, and support reading strategies. The survey also investigated which strategies students prefer. It was hypothesized that strategies perceived as more helpful would be used and liked more. Results will determine if reading strategies can enhance comprehension and ability. The study aims to explore strategy use and preferences to understand how to improve reading education.

1. Effects of Reading Strategies on High
Schools Students’ Reading
Comprehension Ability
Presenter : Chia- Li Sabina Chen
Instructor : Dr. Pi-Ying Teresa Hsu
Date : May 18th , 2011 1

2. Contents
Introduction
Literature Review
Methodology
2

3. Introduction
Background
Motivation
3

4. Background
English has been a subject required of elementary and secondary
students in many EFL academic contexts. The main goal of teaching
and learning is helping students to pass the entrance examination
into senior schools and colleges or universities.
(Huang ,2006)
4

5. Background
Most researches discussed that one of serious English
learning problems was difficulty in reading.
(Adams, 1990; Arnold, 2009; Dreyer & Nel , 2003; Juel, 1988)
5

6. Background
Reading has been a significant and viable
means of developing second language or foreign
language ability.
(Day & Bamford, 1998;
Krashen, 1995)
6

7. Motivation
reading-based textbook
sentence
vocabulary
pattern
7

8. Motivation
if students can easily and clearly
reading understand what the teacher taught
strategies to develop reading skills and increase
capacities of vocabulary and syntactic
knowledge
8

9. Literature Review
Reading Strategies
Cognitive /Metacognitve Reading Strategies
Purposes of the Study
Research Questions
9

10. Reading Strategies
In reading process, strategies have been focused on
second language reading research both in print and
digital reading.
(Akyel & Erçetin, 2009)
10

11. Reading Strategies
help learners read
second language texts
with comprehension
(Maarof & Yaacob, 2011)
11

12. Reading Strategies
reading
strategies
cognitive Metacognitive support
strategies strategies strategies
(Mokhtari & Sheorey, 2002; Mokhtari & Reichard, 2004;
Sheorey & Mokhtari , 2001)
12

13. Cognitive Reading Strategies
the actions and procedures readers use while
working directly with the text such as re-reading or
adjusting speed
13

14. Metacognitive Reading Strategies
those intentionally and carefully planned techniques
by learners monitor or manage their reading
14

15. Support Strategies
provide to aid the reader in comprehending the text,
such as using a dictionary, taking notes, or
underlining or highlighting the text
15

16. Cognitive /Metacognitve Reading Strategies
College students who are higher ability in English reading
have more cognitive and metacognitive awareness so as to
have 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. 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. Research Questions
1. 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. Methodology
Participants
Procedures
Instrument
Statistical Analysis
19

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. 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. 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 and
Mokhtari, 2001) 22

23. Example of Questionnaire
Five- Likert Scale
Reading Strategies 1 2 3 4 5
Strongly disagree undecided agree Strongly
disagree agree
1. I have a purpose in mind when I read. 1 2 3 4 5
2. 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. Factor Revised the
Pilot 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. Statistical Analysis
1. 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. Statistical Analysis
3. 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. Thanks for
your listening!
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28. Q&A
28