GAURY D/O ACHIYAN NAIDU (P66323) PROF DR. NOOREINY MAAROF THE EFFECTIVENESS OF READING COMPREHESION STRATEGY INSTRUCTION IN IMPROVING READING COMPREHENSION OF ESL LEARNERS GGGB6012 ACADEMIC WRITING 1 GAURY D/O ACHIYAN NAIDU (P66323) PROF DR. NOOREINY MAAROF

Research Objective: To investigate how Reading Strategy Instruction helps to improve reading comprehension of ESL learners. Research Question: How does Reading Strategy Instruction help to improve reading comprehension of ESL learners?

theoretical framework (neil. j. Anderson)

conceptual framework Metacognition can be divided into five primary components: (a) preparing and planning for effective reading, (b) deciding when to use particular reading strategies, (c) knowing how to monitor strategy use, (d) learning how to arrange various strategies, and (e) evaluating reading strategy use. It is the blending of all five into an integrated view that may be the most accurate representation of metacognition. Each of these five metacognitive skills interacts with each other.

literature review Reading Strategies Reading strategies indicate how readers conceive a task, what textual cues they attend to, how they make sense of what they read, and what they do when they do not understand (Block, 1986). Examples of reading strategies are fix-up strategies (rereading difficult parts of texts); guessing meaning of a word from context, and summarizing and relating what is being read to background knowledge (Janzen, 1996).

ESL Reading comprehension Past studies on reading in a second language showed that: Reading strategies assist understanding of texts Brown & Palincsar, 1984; Oxford, 1990) Good readers are better at monitoring comprehension than poor readers (Block, 1986 ; Kong, 2006; Sarig, 1987; Block, 1992; Nambiar, 2009) Reading Comprehension Instruction Grabe (2009) and Bernhardt (2011) indicate that Comprehension Instruction is an essential part of reading instruction. Reading Comprehension Strategy Instruction Reading comprehension strategies acquired while students negotiate meaning as part of an active, constructive process can improve reading comprehension (Dole, Duffy, & Pearson, 1991).

past studies Author Results Hosenfeld (1977) Successful readers kept meaning of passage in mind while transfer meaning to sentences; whereas poor readers focused on solving unknown words or phrases Block 1986 More successful readers: Used their general knowledge; Focused on the overall meaning of text; Integrated new information with old; Differentiated main ideas from the supporting points. The poor readers rarely did any of the above.

Author Results Sarig (1987) (L1 and L2 study) Subjects transferred strategies from L1 into L2 reading   Meaning base (global strategies) led to both successful and unsuccessful reading comprehension. Clarification and simplification strategies contributed to unsuccessful reading comprehension in L1 and L2. Block 1992 Less proficient readers used local strategies More proficient readers relied on global strategies.

METHODS Conceptual paper Discussion based on analysis of 15 different articles Book – Exploring Second Language Reading, Issues and Strategies by Neil Anderson

conclusion In this study, less able readers benefited more from the learning of reading strategies than more able readers; students who were in the low and the intermediate proficiency groups exhibited more improvement than the students who already had good reading ability and know about reading strategies. This finding suggested that the students in the low and the intermediate groups might not be aware of the types and the value of reading strategies prior to the training, or might not utilize those strategies actively even though they may be aware of them, whereas the students in the high group might already know and utilize them efficiently.

references Alderson, C.J. & Urquhart S. (1984). Reading in a foreign language. New York : Longman. Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic process in reading comprehension. In P. Assoc. Professor Dr Nooreiny Maarof and Rohaya Yaacob / Procedia Social and Behavioral Sciences 12 (2011) 211–223 Block, E. (1986). The comprehension strategies of second language readers. TESOL Quarterly, 20, 163-494.   Brown, A., & Palincsar, (1989). Guided, cooperative learning and individual knowledge acquisition. In L. B. Resnick (Ed.), Knowing, learning and instruction: Essays in honor of Robert Glaser (pp. 393-451). Hillsdale, NJ: Lawrence Erlbaum. Carrell, P. L. (1985). Facilitating ESL reading by teaching text structure. TESOL Quarterly, 19, 727-752.