Extended strategy-use instruction to improve students’ reading proficiency in a content subject

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
Naomi Boakye, Michael M Linden
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引用次数: 6

Abstract

Background:  Student reading challenges have been reported worldwide. In many classrooms around the world, teaching students appropriate strategy-use has been a technique used to improve comprehension and improve reading proficiency. However, strategy-use instruction per se may not produce holistic results. Objectives:  This article reports on an extended strategy-use instruction to improve students’ reading proficiency in a particular subject area. The technique of role-play, as well as an integration of affective strategies, was used to improve the cohort of first-year students’ reading of subject-specific texts. Method:  The intervention was conducted by way of tutorials. A questionnaire was used to elicit students’ views and opinions after the intervention. The responses were analysed using content analysis of emerging themes. Results:  Students reported benefiting from the intervention with respect to reading their assigned texts, as well as increased motivation. Conclusion:  It is recommended that strategy-use instruction include other innovative techniques such as role-play to improve students’ reading proficiency in a specific subject.
扩展策略使用教学提高学生对内容学科的阅读能力
背景:世界各地都有学生阅读挑战的报道。在世界各地的许多课堂上,教授学生适当的策略使用一直是一种用于提高理解和提高阅读能力的技术。然而,策略使用指导本身可能不会产生全面的结果。目的:本文报道了一种扩展策略使用教学,以提高学生在特定学科领域的阅读能力。角色扮演技术以及情感策略的整合被用来提高一年级学生对特定主题文本的阅读。方法:采用辅导方式进行干预。在干预后,使用问卷调查来征求学生的观点和意见。通过对新出现的主题进行内容分析,对答复进行了分析。结果:学生们报告说,在阅读指定文本方面,他们从干预中受益,并增强了动力。结论:建议策略使用教学包括其他创新技术,如角色扮演,以提高学生在特定学科的阅读能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
1.30
自引率
14.30%
发文量
8
审稿时长
15 weeks
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