The current research investigated the differences in the type and number of reading strategies used by three student groups—high and low readers; native English-speaking (NES) and non-native English-speaking (NNES) students, and male and female learners. The study included 77 undergraduate students enrolled in different programs at California State University, Los Angeles. The study used the triangulation method to obtain reliable findings. In addition to quantitative data collection techniques, think-aloud interviews and verbal recalls were used to investigate the differences between the student groups in terms of reading strategies used. The results found a statistically significant difference in the use of reading strategies between the NES and NNES students. There was no difference between the high and low readers in terms of reading strategies used, indicating that there is no one set of strategies that contributes to successful reading. The study also showed there was a pattern in the use of reading strategies among all participants—problem-solving strategies were most frequently used, followed by global strategies and support strategies. The study has many implications for teachers. It raises the awareness of reading strategies; distinguishes between skill and strategy; reports on other elements that may contribute to comprehension; and provides a number of recommendations for teaching reading and curriculum development.
|Advisor:||Snow, Marguerite Ann|
|Commitee:||Clark, Margaret, Hafner, Anne, Hernandez, Anthony|
|School:||California State University, Los Angeles|
|Department:||Applied and Advanced Studies in Education|
|School Location:||United States -- California|
|Source:||MAI 55/01M(E), Masters Abstracts International|
|Subjects:||Adult education, Literacy, Reading instruction, Higher education|
|Keywords:||Reading, Reading strategies, Reading strategy instruction|
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