ERIC Number: ED356643
Record Type: RIE
Publication Date: 1992-Nov
The Effects of Teaching Reading Strategies on Improving Reading Comprehension for ESL Learners.
A study investigated the effect on reading comprehension in English as a Second Language (ESL) of formally incorporating four reading strategies into reading instruction. The four strategies taught were cognitive, memory, compensation, and test-taking strategies. Subjects were 29 students at the University of Alabama of varying language backgrounds in an academic English program. The sample consisted of 46.7% Japanese, 16.7% Korean, 10% Saudi Arabian, 6.7% Chinese, 6.7% Brazilian, 6.7% Venezuelan, 3.3% Costa Rican, and 3.3% Thailander students. They were randomly assigned to experimental and control groups, and the experimental group was offered pre-reading activities. Both groups then read two texts of differing difficulty levels, each testing use of two different reading strategies. Results show that the introduction of reading strategies, particularly memory, cognitive, and compensation strategies, did help students make gains in reading comprehension, supporting previous research findings. Introduction of various techniques and strategies was also found to intensify the student's interaction with the text. Instruction in test-taking strategy did not improve comprehension. Interaction effects between strategy and language proficiency level were not statistically significant. (Contains 18 references.) (MSE)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Knoxville, TN, November 11-13, 1992).