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Developing academic reading skills through strategy training . Sruti Akula (PhD ELE) EFL University. Presentation. Introduction Description of the study Theoretical framework Tools used and the data (reflection grids, interview, pre test, post test) Interpretation of the data Findings

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Presentation Transcript
presentation
Presentation
  • Introduction
  • Description of the study
  • Theoretical framework
  • Tools used and the data (reflection grids, interview, pre test, post test)
  • Interpretation of the data
  • Findings
  • Conclusion
  • Implications
introduction
Introduction

The study argues that

  • Explicit strategy instruction needs to be exploited as a valuable teaching/learning tool
  • Self reflection grids, enabling self evaluation, (thereby raising meta-awareness) enhances reading comprehension and helps struggling readers to become efficient readers
the study
The Study
  • Location: Kakinada A.P.
  • Target group: undergraduate science students
  • Focus: Reading strategies
  • Strategies are conscious techniques used intentionally to solve problems encountered while reading
  • e.g. skimming, scanning, inferencing, predicting
description of the study
Description of the study
  • Why reading strategies?
  • Readers at the undergraduate level

need to be self-dependent

  • There is a need to read beyond the

textbooks

  • It was observed that learners don’t

use reading strategies effectively

  • Inadequate reading skills seem to hinder academic progress
description of the study1
Description of the study
  • Duration-18 hours spread across 12 days
  • Target group
  • 15 undergraduate science students
  • Science students as these skills are needed for reading scientific texts (e.g. summarizing, note-taking, note-making)
  • Intervention
  • To develop academic reading skills
description of the study2
Description of the study
  • Materials
  • 6 units
  • Each unit focuses on a reading strategy
  • Unit consists of reading texts and tasks
  • Scientific Texts- from popular science
  • Approach- interactive, task-based discussions
  • Here, the reading process, appropriate strategy used is more important than arriving at the right answer
slide9

Unit was divided into

  • A pre-task discussion about the strategy in use, the nature of the texts and tasks
  • Completion of the tasks
  • Post task discussion about the

reading processes and strategies used

  • Filling the reflection grids
theoretical framework
Theoretical framework
  • The study operates on the premise that reading is a process involving the use of strategies that can be developed through sustained teaching and practice
  • Explicit strategy instruction contributes significantly to reading proficiency
  • Focus and methodology of the intervention carried out for the present study (diagrammatic representation)
reflection grids
Reflection grids
  • Purpose of the grids
  • Capturing strategy use
  • Reflection, self-evaluation
  • Awareness raising
  • Grids had statements that aimed at capturing the reading process, strategy use
  • 6 grids were used for 6 units
reflection grids1
Reflection grids
  • Some statements were common in the grids used while the rest were specific statements focusing on strategy in use
  • General statements dealt with aspects like:
  • Schema/back ground knowledge
  • Reading style, process (reading at a slow pace; predicting the content from the title; using repetitive ideas, linkers to understand text organization; drawing inferences)
reflection grids2
Reflection grids
  • Use of L1 while reading in L2
  • Dealing with unfamiliar words
  • Specific statements were about aspects like
  • Reading style (skipping parts of the text, rereading, reading in chunks)
  • Note making techniques (underlining key points)
structured interview
Structured interview

Responses

  • Predicting saves time
  • Using background knowledge made reading effective
  • Awareness about text organization helped me improve my reading comprehension
structured interview1
Structured interview
  • Underlining key points was helpful in capturing the gist of the text which in turn helped in competing tasks
  • Skipping and reading in chunks saved time improving reading speed
  • Note making tables helped while summarizing
  • Rereading to understand the text better
pre test
Pre test
  • A Pre-test aimed at assessing learners’ reading proficiency was administered
  • It had reading texts followed by MCQs, tasks on information transfer, comparing two texts on the same topic and answering short answer questions.
  • The mean of the pre-test scores of 15 selected students was 50.9%
post test
Post test
  • The post-test aiming at assessing the result of the course and learners’ achievement.
  • It had pre-reading, while reading

and after reading activities/tasks

  • The mean of the post-test is 66%
  • Though the tasks were of a higher order when compared to the pre-test there was improvement in the mean
interpretation
Interpretation
  • It is widely agreed that strategies play a crucial role in developing reading skills and that strategy training techniques produce effective readers suggesting that strategies should be taught explicitly
  • Given below is the list of strategies most preferred by the target group in the order of priority
  • Guessing the meaning of the unfamiliar words from the context (100%)
interpretation1
Interpretation
  • Predicting what the text is about by looking at the title (95.8%)
  • Underlining the key points while reading (87.5%)
  • Rereading the text several times going back and forth to understand the text better (80%)
  • Reading the text word by word at a slow pace to enable understanding (64%)
  • Drawing inferences from the text with the help of the clues provided by the writer (61%)
interpretation2
Interpretation
  • Trying to link new ideas presented in the text with existing knowledge while reading a text on a familiar topic (57%)
  • Skipping some parts of the text that are not needed (53%)
  • Looking for repetitive ideas and words to understand the connection between different parts of the text (53%)
interpretation3
Interpretation
  • Taking the help of linkers to understand the way text is organized and to get a clear idea about arguments developed in the text (50%)
  • Reading the entire text quickly once to get the gist and then reading paragraph by paragraph for deeper meaning (50%)
  • Reading in chunks (47%)
  • Strategies related to using L1 while reading in L2 were least preferred
findings
Findings
  • Explicit strategy training can be done through reading tasks, awareness raising discussions and reflection grids
  • It enhances the academic reading skills of the students, improves reading fluency, and builds their confidence to read and comprehend academic texts
  • Awareness raising using grids and discussions led students to reflect on their reading processes (meta awareness)
conclusion
Conclusion
  • A specially designed course in strategy training results in improved reading performance
  • Self-reflection and self-evaluation enable learners to become better readers
implications of the study
Implications of the study
  • Reflection- for the learners as well
  • Teacher- action research
  • Teacher education- course design