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In a South African context, the need for a reading strategy instruction should be seen against the poor reading performance of the learners at primary, high school and tertiary level.According to Pretorius (2002), reading is a powerful learning tool, a means of constructing meaning and acquiring new knowledge.
In addition, studies conducted on reading instruction and reading strategies indicate that strategy instruction with a focus on comprehension monitoring can help less skilled readers overcome their difficulties in reading (Franco-Fuenmayor, Kandel-Cisco & Padron 2008; Salataci & Akyel 2002; Pretorius 2002; Grabe & Stoller 2002; Granville 2001; Anderson 1999).
In addition, Oxford (1990) points out that it appears that successful language students have the ability to orchestrate and combine particular types of strategies in effective ways according to their own learning needs.
• Abstract • Introduction • Purpose of the study • Current theoretical perspective • Problem statement and research objectives • Rationale of the study • Research method • Design • Subjects • Instrumentation • Data collection procedure • Teaching procedure • Data analysis • Results • Discussion of results • Implications • Conclusion • Acknowledgements • Competing interests • References • Appendix A • Predicting what is to come in a text • Presentation • Description of the teaching procedure • Evaluating students strategy development The aim of this study was to examine the reading strategies used by Grade 11 English Second Language (ESL) learners and the possible effects of reading instruction on their reading comprehension and strategy awareness.
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What does the reading comprehension and reading strategy use profile of the Grade11 ESL learners portray? Do learners in the experimental group who received strategic reading instruction attain statistically and practically significantly higher scores on the reading comprehension test and do they differ significantly in terms of their use of reading strategies?
How readers extract meaning from a text has long been a focus of attention because the process of extracting meaning gives learners invaluable information about readers’ cognitive processes during reading (Salataci & Akyel 2002).
Thus, this study seeks to examine the contribution of reading strategy instruction to the reading comprehension and strategy awareness of Grade 11 ESL learners with a view to offering suggestions for the development of effective reading strategy instruction so as to improve learners’ reading comprehension and strategy awareness skills.
Specifically, the study seeks to address the following research questions:1.
Alfassi further points out that those strategic readers must become cognisant of their performance limitations, intentionally weigh their options and wilfully execute compensatory procedures.
Thus, reading strategies instruction is directed towards teaching learners a repertoire of reading strategies that will allow them to develop a sense of conscious control of their cognitive processes.