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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
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
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
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
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
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
