(SKKN 2022) a study into useful reading strategies for grade 10 students

Aims of the study 2 SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ TRƯỜNG THPT LANG CHÁNH SÁNG KIẾN KINH NGHIỆM A STUDY INTO USEFUL READING STRATEGIES FOR GRADE 10 STUDENTS Người thực hiện: Trịnh Văn

THE TABLE OF CONTENTS

I INTRODUCTION 1 Reasons for choosing the topic 1

2 Aims of the study 2

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ

TRƯỜNG THPT LANG CHÁNH

SÁNG KIẾN KINH NGHIỆM

A STUDY INTO USEFUL READING STRATEGIES

FOR GRADE 10 STUDENTS

Người thực hiện: Trịnh Văn Cương

SKKN thuộc lĩnh vực: Ngoại ngữ (Tiếng Anh)

THANH HÓA, NĂM 2022

3 Significance of the study 2

II CONTENTS

3 Methods for implementation 11-15

I INTRODUCTION

1 Reasons for choosing the topic:

To have a good command of English, students are required to master four

closely related language skills, namely listening, speaking, writing, and reading

Among four skills, reading is considered to be the most important because it not

o n l y p r o v i d e s s t u d e n t s w i t h k n o w l e d g e b u t a l so h e l p s d e v e l o p o t h e r l a n g u a g e

skills According to Krashen (1993), reading is extremely important in learning

E n g l i s h H e e m p h a s i z e s r e a d i n g i s t h e o n l y w a y t o “ b e c o m e a g o o d r e a d e r ,

develop a good writing style, an adequate vocabulary, advanced grammar”, and

the only way to “become a good speller” That is to say, teaching and learning

reading effectively is a central issue in a language classroom

T r a d i t i o n a l l y , r e s e a r c h e r s h a v e a g r e e d t h a t r e a d i n g w a s a p a s s i v e o r

receptive process in which the reader attempted to decode the intended meaning

of the author through recognizing the letters and words as meaningful units, the

nothing to the text ( Barnett, 1988) However, modern research on reading has

complicated

M y t e a c h i n g e x p e r i e n c e s a t L a n g C h a n h H i g h S c h o o l h a v e p o i n t e d o u t

r e a d i n g l e s s o n s , s t u d e n t s , e s p e c i a l l y g r a d e 1 0 s t u d e n t s o f t e n l a c k r e a d i n g

s t r a t e g i e s w h i c h a r e e s s e n t i a l f o r t h e m t o o v e r c o m e t h e c h a l l e n g e s i n t h e

c l a s s r o o m M a n y r e s e a r c h e r s i n d i c a t e t h a t E F L s t u d e n t s f i n d i t d i f f i c u l t t o

c o m p r e h e n d t h e t e x t s a n d a c h i e v e t h e i r g o a l o f r e a d i n g s u c c e s s ( R u m e l h a r t ,

1977; Stanovic, 1980) Recent researchers have also found that becoming more

a w a r e o f w h a t r e a d e r s d o w h e n t h e y r e a d , b e c o m i n g c o n s c i o u s o f t h e i r o w n

reading processes is a power tool for improving reading efficiency To become

better readers, students need to become aware of how they are reading and what

they could do to improve it

A s a t e a c h e r o f E n g l i s h , I m y s e l f t h i n k t h a t i t i s e s s e n t i a l t o c o n d u c t a

choose the thesis entitled: “A study into the useful reading strategies for grade

10 students” for my study

2 Aims of the study:

The major purposes of this study are:

* T o i n v e s t i g a t e w h a t E n g l i s h r e a d i n g s t r a t e g i e s b e i n g u s e d b y g r a d e 1 0

students at Lang Chanh School

* To suggest some English reading suggestions that help students improve

their English reading comprehension

3 Significance of the study:

to develop students’ reading skills Its findings hopefully would help the

10th-f o r m s t u d e n t s 10th-f i n d o u t t h e s u i t a b l e w a y 10th-f o r i m p r o v i n g t h e i r r e a d i n g s k i l l s

Regarding teachers, the study would raise their awareness concerning the topic

t e a c h i n g m e t h o d t o b e t t e r d e v e l o p t h e i r l e a r n e r s ’ r e a d i n g s k i l l s F i n a l l y , w i t h

regard to researchers, those who happen to share the same interest in the topic

could certainly rely on this research to find reliable and useful information for

their related studies in the future

4 Scope of the study:

T o i m p r o v e r e a d i n g ( s k i l l s a n d c o m p r e h e n s i o n ) f o r L a n g C h a n h H i g h

School 10th – form students, the teachers can make use of various techniques

and a number of things should be done However, in this study, the author only

focuses on the perceived English reading strategies by the 10th – form students

and opinions of English teachers of Lang Chanh High School to suggest some

as to help the students to become effective readers

5 Method of the study:

T o a c h i e v e t h e a i m s m e n t i o n e d a b o v e , d a t a w e r e c o l l e c t e d t h r o u g h t h e

s u r v e y q u e s t i o n n a i r e B o t h q u a n t i t a t i v e a n d q u a l i t a t i v e m e t h o d s w e r e u s e d t o

obtain information on reading strategies used by 10th – form students

II CONTENTS

1 Theoretical background:

1.1 The importance of English Language:

T h e E n g l i s h l a n g u a g e h a s b e c o m e a n i n t e r n a t i o n a l l a n g u a g e A m o n g

nations it serves as a lingua franca It is spoken, learnt and understood even in

those countries where it is not a native’s language English is playing a major

r o l e i n m a n y s e c t o r s i n c l u d i n g m e d i c i n e , e n g i n e e r i n g , e d u c a t i o n , a d v a n c e d

d e v e l o p m e n t t o d a y , t h e c o m m u n i c a t i o n f a c i l i t i e s a v a i l a b l e t o u s t h r o u g h

internet, our access to a variety of websites, are all being carried out in English

Most of the research works are conducted and compiled in English Anything

a r e s u l t , E n g l i s h i s b e i n g t a u g h t a n d l e a r n e d a r o u n d t h e w o r l d a s a s e c o n d

language today

(https://upload.wikimedia.org/wikipedia/commons/e/e3/Reaking_Skills)

1.2 The importance of reading in foreign language learning:

Reading helps readers:

- To improve pronunciation

R e a d i n g a l o u d h e l p s l e a r n e r s l e a r n b e t t e r , e s p e c i a l l y p r o n u n c i a t i o n

W h i s p e r r e a d i n g c a n h e l p l e a r n e r s u n d e r s t a n d t h e c o n c e p t u a l i n f o r m a t i o n a n d

i n s p i r e t h e i r i m a g i n a t i o n a s w e l l a s g u e s s i n g B o t h t y p e s o f r e a d i n g a r e v e r y

useful for learners Determining when we should use intensive and extensive or

combination of both is really important

- To enrich vocabulary:

Through reading, readers gain a vast vocabulary and essential knowledge,

has a large vocabulary is usually a good reader

- To enhance the writing skill

R e a d i n g a n d w r i t i n g a r e t h e m u t u a l i n t e r a c t i v e s k i l l s T h e r e i s a c l o s e

relationship between reading and writing format The more they read, the better

their writing ability is and the more skillful in using words in writing is

- To continuously update knowledge

Reading helps the readers to stay in-touch with contemporary information

and makes them sensitive to global issues and helps them catch in hand what is

going on around them

1.3 Factors in teaching and learning reading:

1.3.1 Teacher’s role

a m a n a g e r a n d a c o u n s e l o r , a n i n s t r u c t i o n a l e x p e r t , s o h e o r s h e s h o u l d b e a

g u i d e t o a s si s t , e n c o u r a g e t h e m , e m p l o y v a r i o u s t y p e s t o su p p o r t t h e st u d e n t s

develop reading skills He or she is also the person who provides the students

with an anxiety-free atmosphere which helps them feel free to join new reading

style, practise to master new strategies, work under pressure of time

B e s i d e s , l i n g u i s t s p o i n t o u t a n e s s e n t i a l e l e m e n t o f t h e t e a c h e r ’ s r o l e - a

model reader According to Nuttall (1982: 192) “showing that you are a reader

means carrying books around with you, referring to books as you teach, reading

out brief passages that may interest students, talking about what you are reading

at the moment, and handling books as if you loved them” He also states that

“teacher’s job as providing, first, suitable texts and second, activities that will

focus the students’ attention on the texts”

1.3.2 Students’ role

Nuttall (2000:33) mentions several main roles of the students in a reading

lesson They are as follows:

- T a k i n g a n a c t i v e p a r t i n l e a r n i n g : T h i s i s t h e f i r s t a n d f o r e m o s t

responsibility of the learner They have to be active and take charge of what they

do

- Monitoring comprehension: Students need to understand how texts work

and what they do when they read

- Learning text talk: It is clear that a good reader carries on a dialogue with

t h e t e x t C o n s e q u e n t l y , t h e s t u d e n t s h a v e t o l e a r n h o w t o d o t h i s A w a y t o

promote this skill is to talk about texts in class

- Taking risks: Students have to take the risk of making mistakes because a

mistake is an opportunity to learn

i n t e r e s t a n d e n j o y m e n t S t u d e n t s w h o d o n o t w a n t t o l e a r n t o r e a d c a n e a s i l y

cheat but they are only cheating themselves

1.3.3 The reading texts

Reading texts play a crucial role in teaching and learning reading because

through them, new grammar, phonetic and lexical items of the target language

are introduced Furthermore, texts are also a means to help students enrich their

background knowledge and vocabulary as well In reading lessons, students are

supposed to understand the texts correctly as much as possible, learn some new

language items e.g words, structures, and use what they have got from the text

t h r o u g h r e a d i n g t a s k s a n d c o m m u n i c a t i o n a c t i v i t i e s t h a t f o l l o w T h e r e f o r e , i n

teaching reading, the teacher should pay much attention to the following aspects

s u c h a s l a n g u a g e c o n t e n t , v o c a b u l a r y a n d g r a m m a t i c a l s t r u c t u r e s , t y p e s o f

reading activities, though it is not simple things to do as Buck, G (2001) points

out because it takes time, effort and expertise

1.4 Classification of Reading Strategies:

Scholars classified reading strategies in various ways The differences can

b e o b s e r v e d o n l y o n t h e w a y t h e y e x p r e s s t h e c o n c e p t F o r e x a m p l e , R u b i n

( 1 9 8 7 ) a n d O ’ M a l l e y a n d C h a m o t ( 1 9 9 0 ) g r o u p e d t h e s t r a t e g i e s i n t o t h r e e

he named the communication and social strategies as use strategies

I n t h e l i t e r a t u r e o n l a n g u a g e l e a r n i n g s t r a t e g i e s a t t h e e n d o f t h e

20th and at the beginning of the 21st centrury, reading strategies are grouped into

t h r e e c a t e g o r i e s T h e s e a r e m e t a c o g n i t i v e , c o g n i t i v e a n d s o c i a l o r a f f e c t i v e

strategies (O’ Malley and Chamot, 1990), Oxford (1990; 2002).

- Meta Cognitive reading strategies

T h i s s t r a t e g y i n v o l v e s t h e g e n e r a l m a n a g e m e n t o f t h e c o u r s e a n d t h e

outcomes of the cognitive process, like planning for the process, controlling or

m o n i t o r i n g t h e p r o c e s s a n d c h e c k i n g o r e v a l u a t i n g t h e a c h i e v e m e n t o f t h e

specific task goal

To be specific, it constitutes three sub- strategies in which there are more

activities to be performed by the reader

- Planning: which involves identifying the nature of the task, clarifying the

purpose, setting goals and organizing

- M o n i t o r i n g : w h i c h r e q u i r e s c o n t r o l l i n g t h e d e g r e e o f u n d e r s t a n d i n g ,

tolerating ambiguity and disruption, monitoring the effectiveness of the strategy

being used and changing (modifying) ineffective strategy, adjusting the reading

speed and making selective attention?

or not, testing comprehension and testing concentration or attention

- Cognitive reading strategies

C o g n i t i v e r e a d i n g s t r a t e g i e s a r e c o g n i t i v e a c t i v i t i e s o r p r o c e s s e s t h a t t h e

r e a d e r e x e c u t e s i n h i s a t t e m p t t o c o n s t r u c t t h e m e a n i n g o u t o f a t e x t T h e s e

include both the bottom up processing, when the reader focuses on the analysis

of linguistic features, and the top down processing, when the reader focuses on

s a m p l i n g a n d p r e d i c t i n g , t e s t i n g t h e p r e d i c t i o n , g e t t i n g t h e g i s t , m a k i n g

i n f e r e n c e , e t c u s i n g a v a i l a b l e r e s o u r c e s t o g u e s s o r c o m p l e t e t h e m i s s i n g

information

as follows:

- Over viewing: reading headings, sub headings and summaries

- Predicting: anticipating what the passage is about

- Scanning: reading quickly to get the specific points

- Skimming: reading quickly to get the general idea of the passage

- Confirm/reject: checking whether the anticipation is right or wrong.

and identifying the main ideas and the details

- R e c o g n i z i n g t e x t o r g a n i z a t i o n : u n d e r s t a n d i n g t h e c o h e r e n c e a n d t h e

cohesion between paragraphs and parts and understand reference

- Visualization: forming mental picture of ideas in the parts of the passage

- Problem solving: rereading, keep on reading to clear ambiguity, guessing

words, skipping the unknown word (but less important word), using dictionary

and verbalizing the word or the phrase

- T a k i n g n o t e s : w r i t i n g n o t e s o n t h e e d g e o f t h e p a p e r u s i n g p e r s o n a l

abbreviations

- Summarizing: writing summary of the text

- Underlining/highlighting: underlining the parts needed to be remembered

- Using cognates: using cognates in L1 and L2 to facilitate understanding

and translate words/ phrases/ sentences into L1

- Reacting to the text: questioning the truthfulness and the relevance of the

idea

- Making inferences: inferring the less explicitly stated idea of the writer

using the context and the prior knowledge

- R e f e r e n c i n g : m a k i n g a n a p h o r i c a n d c a t a p h o r i c r e f e r e n c e s a n d u s i n g

tables, pictures and charts

- Social (Affective) reading strategies

T h e m a i n f e a t u r e s o f t h e s e s t r a t e g i e s a r e c o - o p e r a t i o n o r w o r k i n g w i t h

p e e r s , a n d c r e a t i n g m o t i v a t i o n a l a n d m e n t a l r e a d i n e s s f o r a t a s k A f f e c t i v e

r e a d i n g s t r a t e g i e s a r e t e c h n i q u e s f o r m a n a g i n g e m o t i o n s , f e e l i n g s a n d motivations It involves relaxing oneself and making positive statement about

the task and one’s ability (Chamot, 1990) These strategies are applicable to all

learning activities, but less directly than the cognitive and meta cognitive ones

The sub strategies of the social/ affective strategies are:

- Working with peers: seek opportunities to work with peers and asking

for clarification

- C o n v e n i e n c e : c h o o s i n g a c o n v e n i e n t p l a c e a n d s i t u a t i o n f o r r e a d i n g

and the right setting or position

- M o t i v a t i n g o n e s e l f : m a k i n g p o s i t i v e s t a t e m e n t a b o u t y o u r s e l f a n d t h e

reading task

- Collect attention: relaxing oneself to reduce anxiety by muscle relaxation

and deep breathing, listening to music, etc

2 Practical background:

2.1 Background of the study:

2.1.1 Description of the English syllabus at high schools

a n d E n g l i s h 1 2 I n t h e p a s t t h e t e x t b o o k s u s e d h e r e a r e t h e t h r e e - y e a r - c o u r s e

o n e s , t h e s e v e n - y e a r - c o u r s e b o o k s h a v e b e e n u s e d l a t e l y E n g l i s h i s n o w a

and second term of the school year

The textbooks chosen are English 10, 11, 12 by Nha Xuat Ban Giao Duc.

with mid-term and term tests in between Each lesson is divided into 5 periods

skills: speaking, listening, reading and writing skill By using this textbook, we

r e a l t h i n g s f r o m d a i l y l i f e T h e t e x t b o o k s a l s o d e v e l o p s t u d e n t s ’ r e a d i n g a n d

writing skill At the end of each term, students have an exam for four skills

2.1.2 Description of the students at high schools

Most of students at high school have already learned English for at lea st

four years at lower secondary school but many of them are at the low level of

i n d i f e r e n t d i s t r i c t s C o n s e q u e n t l y , i n d i v i d u a l d i f f e r e n c e s i n l e a r n i n g s t y l e s ,

i d e n t i t i e s , a t t i t u d e s , m o t i v a t i o n … e t c a r e u n a v o i d a b l e a n d m a y c a u s e t h e

t e a c h e r s s o m e p r o b l e m s d u r i n g t h e i r t e a c h i n g I n a d d i t i o n , t h e i r l a c k o f

awareness on the importance of English as well as motivation makes them not

i n t e r e s t e d i n l e a r n i n g E n g l i s h A l t h o u g h m o s t o f t h e m h a v e a l r e a d y l e a r n t

E n g l i s h f o r a t l e a s t f o u r y e a r s a t l o w e r s e c o n d a r y s c h o o l , t h e i r k n o w l e d g e o f

English is still poor and limited Some students can even hardly say a complete

sentence in the target language

2.1.3 Description of the teachers at high schools

In terms of methodology, the teachers in high schools usually employ the

t r a d i t i o n a l m e t h o d s o f t e a c h i n g e s p e c i a l l y G r a m m a r - t r a n s l a t i o n m e t h o d T h e y

o f t e n a p p l y t h i s m e t h o d i n t e a c h i n g E n g l i s h I n o t h e r w o r d s , t h e y f o c u s o n

a n a l y z i n g t h e g r a m m a r r u l e s , n o t o n t h e a c q u i s i t i o n o f l a n g u a g e s k i l l s T h e y

s p e n d m o s t o f t h e c l a s s r o o m t i m e e x p l a i n i n g n e w w o r d s , a n a l y z i n g g r a m m a r

structures and translating texts into Vietnamese Students often listen and take

notes passively This leads to low motivation in students and creates very few

chances for them to improve their communicative competence

2.1.4 Description of physical setting

In most upper secondary schools, English teaching and learning activities

a r e m o s t l y c a r r i e d o u t i n s i d e t h e c l a s s r o o m s w h i c h a r e d e s i g n e d f o r l e c t u r e

only type of teaching aid that the English group has is some cassette recorders

and pictures In term of class size, the number of students in an English class is

quite large, from 40 to 50 This large number causes a great deal of difficulties

are not available for teachers and students at schools In the school library, there

are only some English books that are not really helpful for teachers and students

2.2 Students’ Lack of motivation:

T h e s t u d e n t s a r e s t i l l d e e p l y a f f e c t e d b y t h e o l d a n d p a s s i v e l e a r n i n g

m e t h o d s s u c h a s T r a n s l a t i o n o r A u d i o - l i n g u a l M e t h o d a n d t h e l e a r n i n g

environment at lower secondary school where speaking was not fully taken into

consideration They only learn what the teacher supply in the classroom The

i n f o r m a t i o n f r o m t h e d a t a c o l l e c t e d c l e a r l y s h o w s t h a t s t u d e n t s ’ l i m i t a t i o n o f

v o c a b u l a r y a n d g r a m m a t i c a l s t r u c t u r e s , t h e i r l a c k o f v o c a b u l a r i e s a n d t h e i r

b a c k g r o u n d k n o w l e d g e a r e s t u d e n t s ’ m a i n d i f f i c u l t i e s , w h i c h i n f l u e n c e t h e i r

motivation for speaking as well as their presentation Not only the students but

a l s o t h e t e a c h e r s f a c e d m a n y p r o b l e m s w h e n d e a l i n g w i t h s p e a k i n g l e s s o n s

d i c t i o n a r i e s M o r e o v e r , s t u d e n t s o f t e n h a v e a f e a r f u l p s y c h o l o g y , c o n s i d e r i n g

listening to foreign language is a challenge.They do not believe in themselves

and become worried when speaking.Therefore, their learning will be difficult to

t a k e e f f e c t I t c a n b e s a i d t h a t l a c k o f c o n f i d e n c e i s a l s o a m a j o r l i m i t a t i o n

affecting ability to make sense of their communication

2.3 The reality of quality of English at Lang Chanh High School:

Mo s t o f m y s t u d e n t s c o m e f r o m v a ri o u s v i l la g e s i n L a n g C h a n h d i s t ri c t

They have no opportunity to interact with foreigners directly Therefore, it will

b e d i f f i c u l t f o r t h e m t o u n d e r s t a n d l i n g u i s t i c p h e n o m e n a s u c h a s l i n k i n g ,

contracted forms, omitted words or sometimes speakers use incorrect grammar

s e n t e n c e s … I n a d d i t i o n , t h e y a l s o h a v e f e w c h a n c e s t o c o n t a c t w i t h n a t i v e

o t h e r h a n d , s t u d e n t s a r e s t i l l i n f l u e n c e d b y t h e o l d w a y s o f t e a c h i n g a n d

learning, not focusing on developing communication skills Therefore, they do

not have many opportunities to practice and develop speaking skills

v o c a b u l a r y T h e y a r e h a r d l y a l l o w e d t o p r a c t i c e c o m m u n i c a t i o n s k i l l , a n d

l e a r n i n g g r a m m a r i s v e r y m e r c h a n i c a l , m a i n l y r e a d i n g , m e m o r i z i n g , a n d coppying, sometimes it is not highly effective

S t u d e n t s i n L a n g C h a n h h i g h s c h o o l d o n o t h a v e c o n d i t i o n s t o p r a c t i c e

skills such as listening and speaking because there is no room for practice The

t e x t b o o k k n o w l e d g e i s o l d a n d h a s n o t b e e n m o d i f i e d T h e c u r r i c u l u m i s t o o

g r a m m a r - h e a v y , t u r n i n g t h e m i n t o a " w a l k i n g g r a m m a r b o o k " W i t h s u c h

lea rning conditions, e ven spec ialized language students also have difficulty in

listening and pronouncing, much less are mountainous students

H o w e v e r , t h e i m p l e m e n t a t i o n o f i n n o v a t i o n o f t e a c h i n g m e t h o d i n L a n g

C h a n h H i g h s c h o o l i n g e n e r a l , i n F o r e i g n L a n g u a g e g r o u p p a r t i c u l a r l y h a s

i n i t i a l l y g a i n e d e n c o u r a g i n g r e s u l t s d u r i n g t h e l a s t t e n y e a r s T h e r e a r e m a n y

a c t i v e m e t h o d s a n d t e c h n i q u e a p p l i e d o n t h e t o p i c o f t h e l e s s o n s a n d t h e

knowledge level of each group From what I have experienced in my teaching

H i g h S c h o o l i s g e t t i n g s t u d e n t s t o w o r k i n g r o u p s a n d e n c o u r a g e t h e m t o

c o m m u n i c a t e d u r i n g t h e E n g l i s h l e s s o n s A s a r e s u l t , t h e q u a l i t y o f s t u d e n t s '

English learning at our school has been gradually improved They become more

c o n f i d e n t t o r e a d f l u e n t l y N e v e r t h e l e s s , u s i n g a c t i v e m e t h o d s i n t o r e a d i n g

lesson effectively is not simple Therefore, in this study I really want to discuss

about how to “A STUDY INTO USEFUL READING STRATEGIES FOR

GRADE 10 STUDENTS”

3 Methods for implementation:

I n t h i s p a r t , t h e c o l l e c t e d d a t a a r e p r e s e n t e d b y m e a n s o f t a b l e s v i a

descriptive statistics of parentages Each table is followed by an analysis of the

data and their discussion

3.1 Questionnaire for the students:

T h e d a t a s h o w t h a t a l l t h e s t u d e n t s a g e d 1 6 ; 9 8 s t u d e n t s a r e f e m a l e

( 5 4 4 % ) , 8 2 s t u d e n t s a r e m a l e ( 4 5 6 % ) T h e p e r c e n t a g e o f t h e s t u d e n t s r a t e d

5 0 % ) c o n s i d e r e d t h e m s e l v e s a t a v e r a g e l e v e l o f E n g l i s h 5 0 s t u d e n t s ( 2 7 8 % )

r a t e d t h e m s e l v e s w e a k a t E n g l i s h N o n e o f t h e m r a t e d e x c e l l e n t l e v e l T h e

second part of the questionnaire contains 30 questions which particularly probe

t h e l e a r n e r s ’ e x p e r i e n c e i n u s i n g r e a d i n g s t r a t e g i e s d u r i n g r e a d i n g l e s s o n s

Furthermore, these questions are grouped into three categories: Meta cognitive,

C o g n i t i v e a n d A f f e c t i v e / s o c i a l r e a d i n g s t r a t e g i e s T h u s , t h e r e s p o n s e s a r e

tabulated accordingly via descriptive statistics of percentages

3.1.1 Meta cognitive reading strategy

Table 1: Planning and evaluating strategies

No Questions

Reported use in %

Total

1 How often do you have a purpose inyour mind when you read? 13.1 11.3 30.2 23.6 21.8 100

2 How often do you think about whether the content of the text fits

your reading purpose?

5.5 10.6 33.4 33.6 16.9 100

3 How often do you critically analyzeand evaluate the information

presented in the text?

3.6 9.0 8.3 37.8 43.3 100

4 How often do you check your understanding whenever you come

across conflicting ideas?

4.9 7.3 42.8 20.2 25.9 100

5 How often do you check if your guesses are right or wrong? 9.5 12.1 29.6 26.7 22.1 100

Table 2: Strategies of monitoring and tackling challenges of comprehension

No Questions

Reported use in %

Total

1

How often you read a text aloud

when it is difficult for you to

2

How often do you read slowly, but

carefully to understand what you