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.) (NSE) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC." U.S. DEPARTMENT Of EDUCATION Office d Educational Remarch and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) (.1414/his document has been rePrOduCad e received from the peso or organization originating Minor changes have been mad* to improve reorOduction duality Points o) view or opinions stated in this document do not necessenly represent official OERI position or policy The Effects of Teaching Reading Strategies On Improving Reading Comprehension For ESL Learners Zhang Zhicheng The University of Alabama Introduction Empirical research indicates that in most reading classrooms students have received inadequate instruction on reading skills and strategies (Miller & Perkins, 1989). There is a lack of connection between reading instruction and reading activity. The teacher's emphasis is often put on the production of comprehension rather than the processing skills (Numrich, 1989). The present study attempted to find a solution to the problem. It attempted to maximize the teacher's assistance by incorporating reading strategies into pre-reading instruction. Based on research and experience, four major reading strategies were identified by the researcher and their effects on comprehension were tested. They were cognitive strategy, memory strategy, compensation strategy, and test-taking strategy. It was hypothesized that incorporating reading strategies into prereading assistance might improve reading comprehension for ESL