Extended strategy-use instruction to improve students’ reading proficiency in a content subject
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 r...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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AOSIS
2018-12-01
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| Series: | Reading & Writing |
| Subjects: | |
| Online Access: | https://rw.org.za/index.php/rw/article/view/212 |
| Summary: | 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. |
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| ISSN: | 2079-8245 2308-1422 |