{"title":"Extended strategy-use instruction to improve students’ reading proficiency in a content subject","authors":"Naomi Boakye, Michael M Linden","doi":"10.4102/RW.V9I1.212","DOIUrl":null,"url":null,"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.","PeriodicalId":42041,"journal":{"name":"Reading & Writing-Journal of the Reading Association of South Africa","volume":" ","pages":""},"PeriodicalIF":0.7000,"publicationDate":"2018-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4102/RW.V9I1.212","citationCount":"6","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Reading & Writing-Journal of the Reading Association of South Africa","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4102/RW.V9I1.212","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.