Luận văn a study on english learning goals and motivation of the second year students at military academy of logistics

14, Research on teaching and learning reading strategies in second language learning Error!. 1.4.1, Research on teaching reading strategies in second language learning Error!. Consequent

VIET NAM NATIONAL UNIVERSITY, HANOI

COLLEGE OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST - GRADUATE STUDIES

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PHUNG TH] THANH TU

ENGLISH READING STRATEGIES BY STUDENTS FROM

NORTHERN MOUTAINOUS PROVINES

AT TIIE FACULTY OF INFORMATION TECIINOLOGY,

TITAI NGUYEN UNIVERSITY

CHIẾN LƯỢC ĐỌC TIỂU TIẾNG ANII CỦA SENH VIÊN

TẠI KHOA CÔNG NGHỆ THÔNG TIN - ĐẠI HỌC THÁI NGUYÊN

M.A MINOR THESIS

Field: English Teaching Methodology Code: 60 14 10

Ha Noi - 2010

VIET NAM NATIONAL UNIVERSITY, HANOT COLLEGE OF FOREIGN LANGUAGES AND IN’ \ATIONAL STUDLES

FACULTY OF POST - GRADUATE STUDTES

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TPHÙNG TH THANH TÚ

ENGLISH READING STRATEGIES BY STUDENTS FROM

NORTHERN MOUTAINOLS PROVINKS

AT THK FACULTY OF INFORMATION TECHNOLOGY,

THAI NGUYEN UNIVERSITY

CHIẾN LƯỢC ĐỌC HIỂU TIENG ANH CUA SINH VIEN

CAC TỈNH MIỄN NÚI PHÍA BẮC TẠI KIIOA CÔNG NGIIE THONG TIN - ĐẠI HỌC TIÁI NGUYÊN

M.A MINOR THESIS

Field: English Teaching Methodology Code: 60 14 10

Supervisor IIOANG THT XUAN HOA, PhD

HaNoi - 2010

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1.1.1 What is reading? Error! Bookarirk nut defined 1.1.2 Models of reading Error! Bookmark not defined 1.1.3 Classroom approaches to reading Error! Bookmark not detined

1.2.1 What are reading strategies? Error! Bookmark not defined 1.2.2 Reading strategies Error! Bookmark not detined 1.3 Toaching reading stratogios Error! Booknerk not defined 1.3.1 Teaching reading strategies Error! Bookmark not defined 1.3.2 Teaching reading activities Error! Bookmark not detined

14, Research on teaching and learning reading strategies in second language learning

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1.4.2, Rescarch on learning reading strategies in sccond language leaming Error! Bookmark not defined

CHAPTER I: METHODOLOGY Error! Bookmark not defined

2.1 The context of the study Error! Bookmark not defined.

2.1.1, Setting of the study

2.1.2 Sampling and participants

2.2 Instruments of data collection

2.3 Data collection procedures

3.4 Data analysis

CHAPTER IIE: FINDINGS AND DISCUSSIONS

3.1 FIT students! opinions and reading strategies

3.1.1 FIT students’ altitude lo reading strategies

3.1.2, Strategies taught to FIT students

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3.1.3 Reading strategies employed in students’ reading Error! Bookmark not defined 3.2 FIT English tcachcrs’ opinions and reading slralcgics Error! Bookmark not defined 3.3 Summary

3.4, Implications of the study

PART THREE: CONCLUSIONS

APPENDIX 1: Questionnaires for suudenIs

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APPENDIX 2: Questionnaires for teachers

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PART ONE: INTRODUCTION

1 Rationale

Reading is an csscntial way of obtaining information in contemporary socicty

Research discovered that readers spontaneously use reading strategies in the reading

process (Pritchard, 1990) literature also suggested that the use of appropriate reading strategies may improve reading comprehension (Oxford, 1990) Using reading strategies

can be of great help to non-native readers because it may serve as an effective way of overcoming language deficiency and oblaining better reading achieverten both for regular

school assignments and on language proficiency tests (Zhang, 1992)

Reading is an activity wilh a purpose A person may read in order to gain information

or verify existing knowledge, or in order to critique a writer's ideas or waiting style Another person may also read for enjoyment, or to enhance knowledge of the language being read The purposc(s) for reading guide the reader's sclection of texts Reading strategies help readers to acquire a text quickly Successful language learners know how to use reading strategies efficiently In language learning, students read to learn the language,

to broaden their knowledge, md to do assignments, Tha purposes of roading stratogics arc

to have general knowledge, to get a specific deta, to find out the main idea or theme, to Jearn, to remember, to delight, to summarize and to do research

In the Faculty of information Technology (FIT), Thai Nguyen University, English has been considered as the important subject due to the fact thal many informational technology documents are now written in English Once students master the English language, or are capable of comprehending satisfactorily documents written in it, they can

It is natural that in order to master a language, leamers often want to improve in all four skills: tisloning, speaking, reading and writing For the FIT students, the most important skill is reading as almost all English books about Information Technology are

sometin

Vietnamese They dow’t know whal or how lo use reading strategies to comprehend the text, When dealing with a reading lesson, students often suffer fiom a lack of reading strategies which are essential for them to overcome the reading comprehension challenges

in the classroom A large body of rescarch hus found that effective readors are aware of the strategies they use and that they use strategies flexibly and efficiently (Garner, 1987, Presley, Beard EL, Dinary & Brown, 1992 cited in Nguyen (2007) Researchers believed that tha:

stratogics oan be langht lo inefTootive langusge losrnors so thai thay can the

become more successful at language learning

Besides developing reading proficiency for students, tcachers whe train students to use

reading strategies can also help them become autonomous language learners

Consequently, teaching students learning strategies ts an important duly of the language

teachers since learning strategies can help students monitor and take responsibility for their

own learning Helping students understand good language learning strategies and training

them to develop and use them can be considered the desired characteristics of a good

language teacher (Lessard C., 1997.3}

Dus to the aforementioned reasons, it's necessary for this author to investigate what English reading strategies students use and ascertain what reading strategies English teachers in FIT teach ‘Therefore, implications for teaching and learning reading strategies

can be obtained via the tosulls of the re:

ch tilled “English Reading stratogi

s by Students from the Northern Mountainous Provinces at the Faculty of Information

‘Technology, Thai Nguyen University"

2, Aims of the study

‘This study aims to

- Investigate what reading strategies FIT students employ when reading in English

- Explore what reading strategies FIT English teachers teach

In order to achieve the above-mentioned aims of the study, the following major rescarch questions will be posed:

- What are the reading strategies in English used hy susdents at Paculzy of Taformation

Technoloyy, Thai Nguyen University?

- What reading stvategies da the English teachers in FIT teach?

3 Methods of the study

Tn order Lo achicve the aims

mitioned previously, the study sinplayed quantitative methods including survey questionnaires for students, The survey questionnaires for students were used to determine what reading strategies employed by the students when reading in English And suvcy questionnaires for teachers were also adzuinislered to explore what reading strategies English teachers in FIT taught

After the data is analyzed and discussed, all comments, remarks, recommendations, assumptions and conclusions pertaining to the study will be available and some suggestions will then be raiscd coneorning the thesis,

4 Scope of the study:

A loarnars' success or faite in acquiring a lamguage can bo affected by many interrelated factors Among these factors, the teaching of reading strategies should be taken into consideration However, this study only focuses on the Jearning reading stiategies of students at the Faoulty of Information ‘Technology — That Nguyen University and inelndes

suggestions for crmploying the

In order to survey Icamers' reading strategics and investigate the teachers’ teaching methods, numerous ways of collecting data may be used However, the present study employs only the questionnaire ‘Therefore, there is a limitation concerning the reliability of the data uscd As Domnyci 7 (2003) stales questionnaires have some scrions limitations, and some of these have led certain researchers to claim that questionnaire data are not reliable or valid

PART TWO: DEVELOPMENT

CHAPTERL LITERATURE REVIEW

‘This chapter reviews theories related to reading and reading activities in general and

roatling stratogies in parlicntar TL also reviews current restarch on icaching and loaning

s that, have been conducted so far All of thes

1.1 Reading

1.1.1 What is reading?

‘The definition of reading has changed substantially during the pasl few decades, from

a focus on reading as decoding or as set of decontextualized or context fiee skills, to a

view of reading as information processing (Goodman, 1967, Pang S., Muaka A,

Bernhardt B li and Kamil L M., 2003) or as an interactive process in which reader is

actively involved in using available content knowledge lo construct the tocaning of the text (Anderson & Pearson, 1984, Richards and Schmidt, 2002, Anderson, 2003)

Richards and Schmidt (2002) define reading in Pang $.E., Muaka A., Bembardt B E and Kamil L M.(2003) perceiving a written text in order to understand its contents ‘his can be done silently called silont reading Ths understanding that results is culled reading comprehension Saying a written text aloud which can be done with or without an understanding of the contents is called oral reading

Pang S.E., Muaka A., Bernhardt B E and Kamil L M.(2003:6) also consider “reading

is about understanding wrillen texls Reading is a complex activity that consists of lwo related processes: word recognition and comprehension Word recognition reférs to the process of peresiving how written symbols correspond to one’s spoken language Comprehension is the process of makirys sone of words, sơntoneos and connected text Readers typically make use of background knowledge, vocabulary, grammatical knowledge, experience with text and other strategies to help them understand written text"

In bottom-up theory, the smallest units of a text from letters to words to phrases to

sentonecs, cle are constructed by a reader Bollor-up processing focuses on how readers extract information from the printed page, claiming that readers deal with letters and words

ina relatively complete and systematic fashion According to Numan (1991), reading was

viewed as — “the process of incaning inlerpretation” in which —thz language is

“translated fiom one form of symbolic representation to another" The bottom-up theory (Iindson T (2007) to reading focus fairly on text rapid processing and word identification

By mapping the input directly on to some independent representational form in the mental lexicon, the reader can have the ability to recognize words in isolation Researchers of bottom-up model are primarily inferested in how a reader reads rather than in what the roader comprchonds, The view from Perfetti (1997) in Hudson T (2007) és thal roading comprehension is equal to language comprehension, plus decoding, plus some minor other contributing variable, In other words, in the bottom — up model, the reader begins with the writien text (the bottom) and constructs meaning fom ellers, words, phrases and sentences found within, and then processes the text in a linear fashion, Theoties of reading that stress bottom-up processing elaim that the reader processes all of the letters in the last word of the sentence, regardless of its predictability Obviously, in the view of this driven model, the reader seems to play a relatively passive role because the basis of bottom — up processing is the linguistic knowledge of the reader

Another shortcoming of the bottom-up model shown by Sarnuel and Kamil (1988: 31)

is that "because of the lack of feedback loops in the early bottom — up models, it was difficult to account for as favititaling variables in word recognition and comprchonsion"

Because of this drawback, and as well as the introduction of the top-down model of

reading, many researchers was not interested in the bottom-up model

* Top-down theory

‘Top-down model rejects the notion that identification of letters to form words, and the derivation of mzaning from these wards is efficient reading On the contrary, it assures that efficient reading requires the readers to make predictions and hypothesis about the text content by relating the new information to their prior knowledge and by using as few language clues as possible Tis further assumed that the readsrs carr check whether the

hypothesis are correct or not by sampling the text

Kenneth Goodman and Frank Smith are the researchers who are most closely identified with top-down theory to the reading process Goodman ae the term

"psycholinguistic guessing game" (also Carrell, 1998: 2) to "value the eognitive ceonamy

of linguistic information over graphemic information’, He specifics four processes in reading: predicting, sampling, confirming, and correcting In top-down process, the reader guesses the meaning of the text and samples the print to canfirm or disconfirm the guess

In other words, the reader brings to bear not only knowledge of the language, but also internal concepts of how language is processed, past experiential background and general conceplual background

‘The top-down model is influenced by schema theory, which emphasizes the imporlanee of the reader's hackground knowledge in the teaiting process (Carrell, 1998-4) According to this theory, so as to comprehend a text, readers make use of both the text and their background Imowledge Therefore, interaction of the background knowledge and the text is cssential for efficient reading

Smith (1971, 1994) in Hudson T (2007) soc that reading instruction should lake place when comprehension of a text is possible, rather than focus on isolated phoneme-grapheme correspondence activities and drills

“The readers bring a great deal of knowledge, expectations, assumptions, and questions

to the lext and given a basic understanding of the vocabulary, they continue to earl as long

as the text confirms their expectations (Goodman, 1976)

Apparently, according lo Eskey (1988), the top-down model tends Lo craphasize higher

level skills as the prediction of meaning by means of context clues or background

knowledge at the expense of lower skills like the rapid and accurate identification of

lexical and grammatical forms In making the perfectly valid point that fluent reading is

»

primarily a cognitive process, they tend to deemphasize the perceptual and decoding

For many reading theorists who recognized the importance of both the text and the

of sampling the text, making predictions abont the infended meaning, and then evaluating the message through subsequent reading, The third orientation focuses on the necessity of addressing social context, and is associated with the new literacy studies ‘his orientation sues reading and writing together rather than as separate skills The inicractive models of reading assume that skills at all levels are interactively available to process and interpret the text In this model good readars are both good decoders and good interpreters of text, their decoding skills becoming more auloruatic bul no less important as their reading skill develops

In shout, the interactive process of reading involves not only the processing of text on a page or elsewhere, and cultural background knowledge, but also the power relationships in the seviely which have produced cone:

s of the roading procass

‘To sum up, the advent and popularity of interactive models show that interactive

top down models,

rengths and mrừnimiz

1.1.5 Classroom approaches to reading

Williams E (1996:37) tries to deal with some of the problems that language teachers report [le looks at sxploitation in terms of three phases including the pre-, while- and post- roatling which “helps not only wilh the problems of molivalion, but also with the other

problems of language, and the selection or construction of reading”

The pre-reading phase tries to:

1) Introduce and arouse interest in the topic

2) Motivate learners by giving a reason for reading

3) Provide some language preparation for the text

The while-reading phase’s aims ave:

1) to help understand the writer's purpose

2) to help understand the textual strusturc

3) 1o clarify textual content

The post-reading phase is to:

1) consolidate or refiect upon what has been read

2) to relate the text to the learners’ own knowledge, interests or views

Apparently, the three phases are not necessary to carry out in one lesson Llowever,

these following advantages are the evidences to perform this Dare phases approach, Firsl,

it elicits students to share their own knowledge or knowledge of the world and uses this as

a basis for involvement, motivation, and progress Second, the reading lesson is not simply

isolated as if is performed with integrated skills.

1.2 Reading strategies

1.2.1 What ure reading strategies?

Reading stralegiss have heen studied by many researchers Therefore, many reading strategy detinitions are given According to Wallace, reading strategies involve ways of processing a text that will vary with the nature of the text, the reader's purpose, and the

context of the situation (Wallace C., 1992: 57) Duffy G G (2009:13, 14) states that , in

roatling, making predictions is a stratogy Ì

and prior knowledge to make an initial prediction, but they remain ready to change or

adjust a prediction when subsequent text clues provide more information Bamett (1988)

sc readers are (houghl fil in using lex, clus

calls reading strategics the rental operations involved when readzrs approach @ text etfctively and make sense of what they read,

According to Hudson T., 2007:107 a reading strategy can be described as

“any interactive process that has the goal of obtaining meaning trom connected text, and reading skills operate within the context of such reading strategies The strategies of predicting, confirming, monitoring, reflecting and evaluating are consciously brought to bear Stratcgics operate to lessen demands on working memory by facilitating comprehension processing”

In this definition, the author gives quite cleally and comprehendingly the explanation

of reading strategies ‘Therefore, the present study utilized this definition as the key

dircelion in ils inv:

present study but a more refined instrument called Survey Of Reading Strategies (SORS) is

adapicd and uscd insicad This survey wes originally developed as a tool for me

ing native English speaking students’ awareness and perceived use of reading strategies while reading academic or school-related materials and it was called the Metacognitive Awareness of Reading Siralegies Inventory (MARSI) devised by Mokhlari and Reichard (2000)

1.3 Teaching reading strategies

1.3.1 Teaching reading strategies

As monlioned previously, (here shonld be thie phases in teaching a reading Tesson

‘There are anany variations on what strategies to use for teaching in each phase, but they all draw out a similar pattem

L chart, which requizes the reader to write what they already know, what they want to know, and, alter they read, what they leamed

‘The importance of vocabulary instruction is also well documented The danger hare is that looking up words in the dictionary is universally considered ineffective, it is better that atudents lean words within their context, or derive meaning from Tool words, prefixes, and sufiixes

Read,

During reading, it is important that students are able to decode the text style to find the main ideas and extract meaning, Tizis must be modeled in the classroom, Another strategy that is recommended is reciprocal reading Students work in small groups to pose

questions, make predictions, summarize, clarify what they have rcad This would also have

to be started as a teacher moderated activity until the students are able to moderate their

own! groups

A combined sel of strategies, really involves many of the skills already listed 11 combines accessing prior knowledge, monitoring comprehension, posing questions, sorting, questions into categories, developing a web of information fiom the reading, comecting

question categoriss ta web, and veffsction

Whatever strategies are used it is strongly suggested that they be modeled in a setting that cnsures success so that students will be able to sce the value, Another recommendation

by the same author is to add a few strategies at a time Ibis not effective to suddenly expect the students to se six or seven different skills The intent must be for the studsuls ta build

a set of skills that they will use independently,

Posi-rend

‘The purpose of post-tcading stratogics is to cxtcnd the reading experience by helping, the reader to; (1) consolidate or reflect upon what has been read, (2) relate the text to the learners’ own knowledge, interests, or views It is suggested that summarizing and

predicting the ending of the toxt are good stralagiss 1o usc, In addition, taking notes aboul what they have read and how nmch they have read mean to reinforce strategic behavior

and to encourage transfer of strategies training to other tasks

1.3.2, Teaching reading activities

‘The design of nsefiil reading activities is one of the Ieacher°s responstbilities in helping students develop their reading ability And in designing the reading activities, a three-phase procedure involving pre-, while-, and post-reading stages should be taken into consideration ‘The intention is to ensure that reading is “taught” in the sense of helping

readers develop ine

ing ability te lac

and deals with different reading strategies The overall aim is to train the students to be

A variety of activities can be developed to help students acquire more appropriate

teading skills and str to expand theft vocabulary, struclural knowled and

discourse knowledge; and to become more effective English language reader

To encourage students fo use effective strategies when reading in a second language, the teacher can develop simple activities to elicit information via targeted strategies ‘hese activities can be divided by the slage of reading al which they occur

Pre-reading activities introduce students to a particular text, elicit or provide appropriate background knowledge, and activate necessary schemata, Previewing a text with students should arouse their interest and help them approach the text in a more meaningfil and purposefil manner as the discussion compels them (o think about the situation or points raised in a text The pre-reading, phase helps students define selectron criteria for the central theme of a story or th major argument of an essay Pre-teading activities include: discussing author or laxt Lypo, brainstorming, raviowing familiar storivs, considering illustrations and tilles, skimming and scarming (lor struclure, main points, and future directions)

While-reading activities help students develop reading strategies, improve their control

of the second language, and decods problematic text passages Ielping students to employ strategies while reaiting can he difficult because individual students control amd nee different strategies, Nevertheless, the teacher can pinpoint valuable strategies, explain which strategies individuals most need to practice, and offer conerete exercises in the form

of "guided reading" activity shouts Such practice activilics might inchide gucssing word meanings by using context clues, word formation clues, or cognate practice; considering syntax and sentence structure by noting the grammatical fimotions of unknown words,

analysing reference words, and predicting text content; reading for sp

‘fie pie

information; and learning to use the dictionary effectively

Post-reading activities first check students’ comprehension and then lead students to a deeper analysis of the text, when warranted Because the goals of most real world reading are nol lo memorize an author's poimil of view or ta summarize Lext content, ul rather to see into another mind, or to mesh new information into what one akeady knows, second language reading must go beyond detail-cliciting comprehension drills to help students

recognize that different strategies are appropriate with different text types For example,

seaming is at appropriate stralegy lo use wilh spaper advertisements whercas

predicting and following text cohesion are effective strategies to use with short stories, By discussing in groups what they have understood, students focus on information they did not comprehend, or did nol comprehend correctly Discussions of this nature can Ísad the student directly to text analysis as class discussion proceeds from determining facts to exploring deeper consequences of the texts

Integrative activities use text language and ideas in second language listening,

speaking, and/or writing Inlogrative skills exercises include such activiliss as students reacting to texts with summaries, new cndings, or pastiches, recnacting text; dramatizing interviews based on the text; carefully listening for key words or phrases in authentic video

or andio tapes; and creating role-play situations or simutations of cultural experiences

1.4, Research on teaching and learning reading strategies im second language

learning

1.4.1 Research pn teaching reading strategies in second Einguage learning

There have been a mumber of inforvention studics in sceond language roading strategies which have focused on reading strategies training

Carrel (1983) provided explicit instruction in text-structure in order to determine whether such instruction would facilitate reading comprehension The participants were 25 high-intermediate proficiency Engtish as Second Language (TST) students in an intensive English program The subjects reccived text-structurc training, for five successive one-hour sections during a one-week period The training sections included four text structures: 1) collection of descriptions; 2) causation; 3) problem/solution; and 4) comparison Subjects wore given sludy packsls explaining the benefits of the stralogy, and checklists for the monitoring and regulating of their own learning The results indicated that the treatment group showed a significant gain in their recognition and use of the text structure while the

rificunlly Yarger

control group did not, In addition, (he treatment group recalled a

number of idea units trom the test passages than the control group, indicating an effect on

reading comprehension of the text structure training Finally, Carrell concluded that

training in text structure ean benefit at least relatively high-level second langnage readers’ reading conprchension

BamelL (1988) investigal

ex the relationships among reading strategies and perceived strategies use on reading - comprehension in a two-part study He firstly looked at the strategies use, and secondly looked at the effect of a teaching intervention designed to help students develop mare cfivetive reading slratggis before, during, and afler roading The participants were 272 college level students in fourth-semester French classes The reading strategies training included skimming, scanning, guessing, and predicting ‘The results indicated thal students had better reading comprehen

ior will usc of reading siralcgios through context They also increased their sclf-porecption of cffcetive strategies usc Additionally, the treatment group had significantly higher scores for strategy use However, the groups did not differ in term of perceived strategy use as well as their comprehension scores, This finding may show the importance of quality and intensity of

the strategy instruction

Kern (1989) has shown the efiecis of strategy instruction on the study “the effects of strategy instruction on the reading comprehension and inferential ability of intermediate- level Fronch siudenis’ The study focused not only on whether direct stratcgy instruction was effective, but also whether it was differentially effective depending upon second language reading ability The subjects were fifty-three French students in the third- semester, who were divided into two groups; 1) the experimental group that reecived

explicit instruction in reading strategy use added to normal course content; and 2) control group that received the normal course content without the strategy training ‘I'he strategies

for the oxpartmental group included: 1) word analysis (cognates, profixss, ote); 2) sentence analysis (questioning strategies, attention to cohesive devices), 3) discourse analysis (diagramming, cloze, inferring word meaning from context, hypothesis formation

group, but there were no differential effects based on level of ability ‘Thus the study has

shown Ul strategy instruction alfs ta which il is

differential depending upon reading ability level is still not clear answered

comprehension, bat the dg

A case study was presented by Jiménez (1997), which studied on how instruction

affects strategy use and perception ‘he participants were five bilingual Latino siudents

with low literacy lovels in English The author assumed thal a roading program that emphasizes comprehension and the use of strategic reading, processes can improve word recognition and reading fluency ‘The program included the components of 1) culturally relevant and familiar text; 2) 3 focus on eomprchension, sử

ing important reading strategies; and 3) provision of opportunitics to build reading flucney, Tho strategics that were taught included: 1) resolving the meaning of unknown vocabulary, 2) how to investigate prior knowledge; and 3) how to formulate questions The results shown that students took more active role in their reading They actively asked questions and connected textual information with their prior knowledge They believed that the awareness af reading requires thmking and on occasion explicitly labeled their stralegy use such as questioning Several of them also developed explicit strategies for addressing unknown vocabulary ‘The study provides insight into how reading can be made a little less

mysterious and how selection of appropriate text is an important tool in strategy training

1.4.3 Rescarch on learning reading strategics in second lnnguage learning,

Mosenféld (1977) im an early second language reading study examined the relationships between different reading strategies and successful or unsuccessful readers using think-aloud protocols ‘Ihe participants were 40 students who half identified as proficient and half identified as non-poficienl, Tosenféld found that her successful readers: 1) kept the meaning of the passage in mind during reading; 2) read (translated) in broad phrases; 3) skipped words viewed as unimportant to total phrases meaning: and 4) had a positive self-concept as a reader In contrast, her unsuecessfill readers 1) forgot the meaning of senicnces as soon as they devaded then, 2) road in shart phrases; 3) seldom skipped words as unimportant, viewing words as equal in term of their contribution to total meaning; and 4) had a negative self concept as a reader

Block (1986) examined the strategies employed by first language and second language readers The participanis were th

freshman remedial reading courses in the US Each student was given two self-contained reading selections rated at approximately the ninth-grade readability level After think-

walive and six non-native spcakers enrolled in

aloud session, the studends retold the story as closely as possible, and answered a 20 questions multiple choice test The results show that there was not a systematic non-native pattem of strategy use different from a native speaker pattem for the readers in the

progress in developing their reading skill and demonstrated grater success aller one semester On the other hand, the other readers in each group tent to make associations in a reflexive manner, failing to integrate information from the text efffectively, and seeming unaware of text structure They also made less progress in their reading skill development

over the semester

Padron and Waxman (1988) eonducted a study on the reading strategies of young EFL readers ‘Ihe purpose of this research was to identify the strategies the students felt that they used ‘The population of the study was 82 third-, fourth-, and fifth-grade Hispanic LI'L students They were asked lo compleie a 14 ilem reading strate

standardized reading comprehension tests in order to identity which strategies they felt that they used and to examine the relationship between the self-reported reading strategies and

23 questionnaire and two

4, Chacking through the story Lo sce ieverything is remembered

5, Asking questions about parts of the story not understood

6 Taking notes

7 Imaging or picturing the story mentally

“These seven strategies were found to be negatively related to their achievement

1 Think about something else while reading

2, Writing down every word

3, Skipping the parts not understanding

4, Reading as fast as possible

5, Saying every word over and over

6, Looking up words in the dictionary

7 Saying the main idea over and over

The results indicaled that, lower-achicving students used Je: ted and af tirscs

ophisli inappropriate reading strategies during reading And there was a relationship between second language reading proficiency and the types of reading strategies that were used

"Relative slralegy use by bilinguals in their first language and second language is an imporlant concern in the teaching and assessment of second language Teading” (Hudson, 2007), Calero-Breckheimer and Goetz (1993) studied on how strategy use differed in the two languages: English and Spanish 26 bi-literate third and fourth-grade students whose first language was Spanish took part in (he shuly In this bilingual program, the sturdenis participated in provided instruction in the students’ first language while offering structured

and sequenced instruction for mastery in Linglish The students were given two stories in

Spanish and English version at the secon and third-grade difficulty level Fach slory was presented one line at a time via a computer that recorded the reading time for each line, After finishing reading the story, each student was asked what kind of strategies had been used, completed a strategy checklist, relold the gist of whal happened in the slory, and answered a multiple choice test The results show that the students reported about the same number of strategies regardless of language ‘Lhe study indicates that reading skills initially developed in the firsl Tanguage can be transferred to the sccond lmgmags tolatively

quickly.