ERIC Number: ED382920
Record Type: RIE
Publication Date: 1994-Nov-11
Reference Count: N/A
The Development and Use of a Reading Strategy Inventory for ESL College Students.
Reading is an essential way of attaining information, particularly for students studying in a university. Using reading strategies is extremely important for non-native readers of English because it serves as an effective way to overcome language deficiency and obtain better reading achievement. A study determined the psychometric properties of a reading strategy inventory for English-as-a-Second-Language learners, identified the common factors underlying the instrument, and investigated if ESL college students responded differently to the instrument. Subjects were 176 ESL graduate or undergraduate readers studying or staying in Tuscaloosa, Alabama who were from 36 countries in Europe, Africa, Asia, and South America. Based on a literature review and pilot testing, a 20-item instrument was developed. Results indicated that the reading strategy inventory was a reliable instrument to measure the use of reading strategies for ESL college readers. Construct validity was established by basing the items on previous reading strategy research. The common factor analysis yielded a three-factor solution for the instrument--organizing information in meaningful patterns; meaning construction; and holistic compensation approach. Statistical results indicated that the subjects' use of reading strategies as reflected in the composite scores was a function of such variables as nationality, major, and English proficiency. Further research should focus on further exploration into and the theoretical explanation for the effects of nationality, major, and English proficiency on the use of reading strategies. (Contains 20 references. Four appendixes of data and the survey instrument are attached.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Identifiers: Reading Uses
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Nashville, TN, November 9-11, 1994).