NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1177761
Record Type: Journal
Publication Date: 2018-Apr
Pages: 18
Abstractor: As Provided
ISSN: EISSN-1533-242X
Effects of Reading Strategy Instruction on Attitude toward Strategies and Performance in Reading Texts of Different Difficulty Levels
Shorkaee, Hossein Zabihi; Talebi, Seyed Hassan
Reading Matrix: An International Online Journal, v18 n1 p64-81 Apr 2018
This study investigated the effects of Reading Strategy Instruction (RSI) on reading performance and attitude toward reading strategies while reading texts of different difficulty levels. Fifty-five university students studying Political and Basic Sciences took part in this study. After homogenizing the participants, 24 students were in the experimental group and 24 students in the control group. An appropriate text and a higher difficulty level text as well as a questionnaire about attitude toward reading strategies were employed as pre-tests and posttests. The experimental group received RSI through CALLA model, but the control group was taught reading focusing on vocabulary and grammar. Results revealed the experimental group outperformed the control group in reading performance and attitude toward reading strategies in both reading tests. However, RSI was considerably more effective in improving both reading performance and attitude toward reading strategies when students read the test at an appropriate difficulty level. It is recommended for cognitive and affective improvements that texts which are more appropriate to students' reading proficiency level, and not much beyond that, be selected and taught.
Reading Matrix, Inc. University of South Florida Polytechnic, College of Human and Social Sciences, Division of Education, 3433 Winter Lake Road LMD 8038, Lakeland, FL 33805. Tel: 863-667-7712; Fax: 863-667-7098; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A