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Reading strategies effect on reading comprehension performance of ESL learners

The purpose of this study was to discover the relative effectiveness of different types of reading strategies on measures of reading comprehension performance for students with different learning styles. Students were separated into four learning style groups (active, sensitive, visual and sequentia...

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Main Authors: Chiam, Kee Swan, Wong, Su Luan, Mohd Ayub, Ahmad Fauzi, Hussin, Habsah
Format: Article
Language:English
Published: Human Resource Management Academic Research Society 2018
Online Access:http://psasir.upm.edu.my/id/eprint/14487/1/14487.pdf
http://psasir.upm.edu.my/id/eprint/14487/
http://hrmars.com/index.php/papers/detail/IJARBSS/5009
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spelling my.upm.eprints.144872019-04-08T08:50:15Z http://psasir.upm.edu.my/id/eprint/14487/ Reading strategies effect on reading comprehension performance of ESL learners Chiam, Kee Swan Wong, Su Luan Mohd Ayub, Ahmad Fauzi Hussin, Habsah The purpose of this study was to discover the relative effectiveness of different types of reading strategies on measures of reading comprehension performance for students with different learning styles. Students were separated into four learning style groups (active, sensitive, visual and sequential) based on their scores on the Index of Learning Styles (ILS) questionnaire. The results indicated that students with varying learning styles responded differently to the reading strategies tested in the study. Active learners performed better than other groups when using the keyword and question and answer strategy but performed significantly worse than other groups with the rereading strategy. Sensitive and sequential learners on the other hand performed better than other groups with the rereading strategy. Visual learners did well with the keyword strategy.Of the strategies tested, only the keyword strategy showed consistently positive results for all learning style groups. Each group scored higher on the keyword condition than on the control condition. Hence use of the keyword strategy is highly recommended in classroom environments and incorporating the keywords into texts to make texts easier to understand is a viable method for improving comprehension. The question and answer strategy should be used with caution as it results in sub-par comprehension for learning styles other than the active learning style. Similarly the rereading strategy which works well for sensitive and sequential learners should also be used only for these learners as it confuses active learners. In a nutshell, a student’s learning preference will influence the way information is processed and thus selecting and using appropriate reading strategies is essential to ensure the best possible results. Human Resource Management Academic Research Society 2018 Article PeerReviewed text en http://psasir.upm.edu.my/id/eprint/14487/1/14487.pdf Chiam, Kee Swan and Wong, Su Luan and Mohd Ayub, Ahmad Fauzi and Hussin, Habsah (2018) Reading strategies effect on reading comprehension performance of ESL learners. International Journal of Academic Research in Business and Social Sciences, 8 (12). pp. 231-257. ISSN 2222-6990 http://hrmars.com/index.php/papers/detail/IJARBSS/5009 10.6007/IJARBSS/v8-i12/5009
institution Universiti Putra Malaysia
building UPM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Putra Malaysia
content_source UPM Institutional Repository
url_provider http://psasir.upm.edu.my/
language English
description The purpose of this study was to discover the relative effectiveness of different types of reading strategies on measures of reading comprehension performance for students with different learning styles. Students were separated into four learning style groups (active, sensitive, visual and sequential) based on their scores on the Index of Learning Styles (ILS) questionnaire. The results indicated that students with varying learning styles responded differently to the reading strategies tested in the study. Active learners performed better than other groups when using the keyword and question and answer strategy but performed significantly worse than other groups with the rereading strategy. Sensitive and sequential learners on the other hand performed better than other groups with the rereading strategy. Visual learners did well with the keyword strategy.Of the strategies tested, only the keyword strategy showed consistently positive results for all learning style groups. Each group scored higher on the keyword condition than on the control condition. Hence use of the keyword strategy is highly recommended in classroom environments and incorporating the keywords into texts to make texts easier to understand is a viable method for improving comprehension. The question and answer strategy should be used with caution as it results in sub-par comprehension for learning styles other than the active learning style. Similarly the rereading strategy which works well for sensitive and sequential learners should also be used only for these learners as it confuses active learners. In a nutshell, a student’s learning preference will influence the way information is processed and thus selecting and using appropriate reading strategies is essential to ensure the best possible results.
format Article
author Chiam, Kee Swan
Wong, Su Luan
Mohd Ayub, Ahmad Fauzi
Hussin, Habsah
spellingShingle Chiam, Kee Swan
Wong, Su Luan
Mohd Ayub, Ahmad Fauzi
Hussin, Habsah
Reading strategies effect on reading comprehension performance of ESL learners
author_facet Chiam, Kee Swan
Wong, Su Luan
Mohd Ayub, Ahmad Fauzi
Hussin, Habsah
author_sort Chiam, Kee Swan
title Reading strategies effect on reading comprehension performance of ESL learners
title_short Reading strategies effect on reading comprehension performance of ESL learners
title_full Reading strategies effect on reading comprehension performance of ESL learners
title_fullStr Reading strategies effect on reading comprehension performance of ESL learners
title_full_unstemmed Reading strategies effect on reading comprehension performance of ESL learners
title_sort reading strategies effect on reading comprehension performance of esl learners
publisher Human Resource Management Academic Research Society
publishDate 2018
url http://psasir.upm.edu.my/id/eprint/14487/1/14487.pdf
http://psasir.upm.edu.my/id/eprint/14487/
http://hrmars.com/index.php/papers/detail/IJARBSS/5009
_version_ 1643825647367225344
score 13.211869

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