INTRODUCTION
Rationale of the study
English has become a compulsory subject in school curricula, emphasizing the importance of mastering four key language skills: listening, speaking, writing, and reading Among these, reading is considered the most crucial as it not only enriches students' knowledge but also enhances their proficiency in other language skills In today's globalized world, strong reading abilities are essential for academic success and personal development Reading broadens our understanding of various subjects and is vital for effective learning, as improved reading skills contribute to progress in other areas of language acquisition Additionally, through reading, learners gather the necessary information for their assignments, making effective reading a fundamental component of success in both education and life.
Years of teaching experience at a high school in Hanoi reveal that students face significant challenges in reading lessons These difficulties stem from habits such as reading word-by-word, an excessive focus on details instead of grasping main ideas, limited vocabulary, and insufficient background knowledge on the topics Additionally, many students struggle with effective reading strategies, further hindering their comprehension skills.
Many learners may not recognize the significant advantages of reading comprehension strategies These strategies hold great potential for enhancing reading skills and can greatly facilitate the reading process Research by Padron and Waxman (1988) indicates that the disparity in reading comprehension abilities between proficient and less proficient students is closely linked to the different reading strategies they employ The authors assert that effective reading strategies serve as valuable tools to help students overcome challenges in reading comprehension.
As an English teacher at a high school in Hanoi, I aimed to enhance reading comprehension among 10th graders by implementing effective reading strategies My study, titled “Improving 10th Graders’ Reading Comprehension through Cognitive Reading Strategy Training at a High School in Hanoi,” seeks to provide students with the tools they need to improve their reading skills and achieve their desired outcomes I firmly believe that this research will significantly benefit 10th graders in developing effective reading strategies.
Aim of the study
The study focuses on enhancing the reading comprehension skills of 10th-grade students at a high school in Hanoi by implementing cognitive reading strategy training Additionally, it seeks to identify the challenges students face when applying these strategies.
In order to achieve the above aims, the following research questions would be enlightened:
- To what extent does explicit cognitive reading strategy training help improve reading comprehension of 10th grade students at a high school in Hanoi?
- What difficulties are perceived by the students in applying these cognitive reading strategies?
Scope of the study
This study examines the implementation of cognitive reading strategies among 43 10th-grade students over a ten-week period at a high school in Hanoi It specifically aims to identify the challenges students encounter when applying these reading strategies, while excluding the teaching of strategies in other subjects.
Significance of the study
The findings of this study are anticipated to greatly benefit 10th-grade students, English teachers, the researcher, and other scholars Cognitive reading comprehension strategies will equip students with effective self-study techniques to enhance their reading skills and overcome comprehension challenges English teachers can leverage these strategies to improve their teaching methods, adapting their approaches to foster better reading comprehension among students Additionally, the study offers practical solutions for engaging students and teaching them effective reading techniques For the researcher, this study provides invaluable experience and insights into teaching reading comprehension strategies Ultimately, it contributes to the existing literature, serving as a resource for other researchers interested in reading strategies.
Research method of the study
In order to fulfill the above-mentioned aims, this study was carried out according to the following steps in an action research model, simply because
Action research focused on identifying and solving specific problems to improve cognitive reading comprehension among 10th graders at a high school in Hanoi Utilizing Susman's model (1983), the research followed five phases: diagnosing, action planning, taking action, evaluating, and specifying learning Data collection involved a pre-questionnaire, pre-test, post-test, post-questionnaire, and semi-structured interviews Following a preliminary investigation, a cognitive reading strategy training course was developed and implemented with student participation.
43 10th grade students at a high school in Hanoi.
Organization of the study
The thesis consists of five main parts:
Chapter 1: Introduction: This chapter includes a rationale of the study, aim of the study, significance of the study, research method and organization of the study
Chapter 2: Literature Review: This chapter is about review of the literature related to the research topic, which serves as a theoretical foundation of the study
Chapter 3: Research Methodology: This chapter provides information about the research context, participants, research approach, data collection instruments, data collection procedures, and data analysis procedures
Chapter 4: Results and Discussion: This chapter is the main part of the body, which reports and discusses the main findings according to the research questions
Chapter 5: Conclusion: This chapter summarizes the findings, pedagogical implications, limitations of the study and suggestions for the further study
LITERATURE REVIEW
Teaching and learning reading skills in foreign language teaching and
2.1.1 The importance of teaching and learning reading skills
Listening, speaking, reading, and writing are the four essential macro language skills, with listening and reading classified as receptive skills, while speaking and writing are productive skills A robust language teaching program is crucial for developing these skills, particularly reading, which serves as a foundation for academic success in other subjects According to Anderson (2003), mastering reading is vital for achieving success in learning, as strong reading skills enhance progress in other areas of language acquisition Therefore, prioritizing reading instruction is essential for foreign language learners, as it equips them with necessary skills across the curriculum The effectiveness of comprehension in other subjects largely depends on the development of students' reading abilities, underscoring the need to emphasize the acquisition of these fundamental language skills.
Students' progress in their educational careers is closely tied to their reading abilities and skills, as reading is essential for staying updated with the ever-expanding knowledge in their fields Regular reading not only keeps individuals informed about the latest developments but also enhances their comprehension skills, which are crucial for academic success Knowledge is rapidly evolving, making it imperative for learners to cultivate effective reading habits to remain relevant According to Carrell (1984), reading is a vital skill for students, especially those learning English as a second language It serves as a key component of language instruction, offering exposure to vocabulary, grammar, and authentic materials that enrich the learning experience Furthermore, reading broadens students' understanding of different cultures and perspectives, reinforcing its role as a fundamental communication tool that connects generations and helps individuals contextualize their existence within history and society.
2.1.2 Definitions of reading and reading comprehension
Reading plays a crucial role in achieving success in second language acquisition, making it vital for learners to explore various definitions and perspectives on reading as presented by different authors.
Reading skills encompass a diverse range of definitions, but fundamentally, reading is a complex cognitive ability and a foundational language skill essential for students learning a foreign language For many English as a Foreign Language (EFL) learners, reading plays a crucial role as they frequently engage with various printed materials, including books, stories, articles, and poems.
Reading is fundamentally about understanding the author's thoughts rather than merely grasping individual words, as highlighted by Smith (1985:120) Without comprehending the author's intent, reading becomes ineffective Hamer (1989:190) emphasizes that reading involves the eyes receiving messages while the brain interprets their significance, underscoring the interplay between visual perception and cognitive processing in the reading experience.
Meanwhile Anderson (1991:1) defines reading as “an active, fluent process which involves the reader and the reading material in building meaning”
According to Rubin and Thomson (1994:91), reading is defined as an active process where readers seek information and connect it to their existing knowledge This perspective highlights the significance of a reader's background knowledge in achieving reading success.
Rumelhart (1997) indicates that reading involves the reader, the text, and
The reading process fundamentally involves the interaction between the reader and the text, which are both essential components This dynamic interaction is what constitutes actual reading As Silberstein (1994:12) emphasizes, "reading is a complex cognitive process in which reader and text interact to (re)create meaningful discourse," highlighting the importance of this relationship in understanding and deriving meaning from written material.
In short, from these definitions, it is apparent that reading is a process in which the reader interacts with the text to gain some kinds of meaning
Authors offer diverse perspectives on reading, yet many definitions share common elements, particularly the strong connection between reading and comprehension The reading process encompasses the reader, the text, and the dynamic interaction between them.
Reading comprehension is essential for academic success, particularly in language acquisition, as students engage with various texts to master different subjects It refers to the ability to efficiently extract information from reading materials, whether in a first or second language Scholars have differing views on its definition, but Richard and Good (1978) articulate that reading comprehension is fundamentally an understanding established between the author and the reader, highlighting the importance of the reader's unique background and experiences in interpreting the text.
Also concerning reading comprehension, Roe, Stoodt and Burns
(1987:2) propose that “reading comprehension is reconstruction,
9 interpretation and evaluation of what author of written content means by using knowledge gained from life experience”
According to Richard and Thomas (1987), reading comprehension is a mental process where the reader interprets the text based on their past experiences, utilizing that knowledge to extract meaning from the printed material This process involves decoding the author's words and applying background knowledge to form an understanding of the text Lenz (2000) supports this view, stating that reading comprehension is fundamentally about constructing meaning from the text.
According to Kendeou (2014), reading comprehension is a multifaceted process that involves understanding, utilizing, reflecting on, and engaging with written texts This process is essential for achieving personal goals, enhancing knowledge and potential, and actively participating in society.
Reading comprehension goes beyond merely understanding the written text; it also encourages students to draw from their personal experiences This process involves integrating knowledge, emotions, beliefs, and critical evaluation to derive meaning from the printed page Essentially, reading comprehension is the ability to grasp the conveyed message within a text Additionally, it enables readers to identify the graphic representations of the text and comprehend the underlying implications.
English language proficiency is crucial for learners, encompassing both receptive and productive skills Receptive skills include reading and listening, while productive skills involve writing Mastering these skills is essential for effective communication and overall language development.
Learners develop receptive skills by engaging with oral or written language, where they decode meanings to understand the material The significance of reading as a language skill is paramount, yet research indicates that English as a Foreign Language (EFL) students encounter various challenges in comprehending English texts.
Research indicates that many students struggle with reading comprehension and information retention, primarily due to vocabulary deficiencies (Forget & Bottoms, 2000 as cited in Suspancic, 2006) A significant correlation exists between reading comprehension and vocabulary knowledge, with inadequate vocabulary recognized as a critical issue (Gunning, 2002) Vocabulary is essential for understanding complex materials, especially textbooks with technical terms (Carlisle, 2000; Qian, 2002) Students with limited vocabulary face challenges in grasping technical words, including synonyms and antonyms, which hinders their ability to deduce meanings from context Many learners resort to translating text word by word, leading to a lack of comprehension of the overall ideas despite recognizing individual words Additionally, without a clear reading purpose, these students often employ ineffective reading strategies.
Another problem facing EFL learners is that students have problems with grammatical sector In fact, grammatical knowledge makes a
Reading comprehension strategies
2.2.1 Definitions of reading comprehension strategies
Numerous studies over the decades have emphasized the significance of reading comprehension strategies, revealing a strong connection between the use of these strategies and improved reading comprehension performance.
Brown (2007) demonstrates strategies as the specific methods of approaching a problem or task, modes of operation for achieving a particular end, planned designs for controlling and manipulating certain information
A strategy is a flexible approach employed by readers to extract information and derive meaning from texts (Pearson et al., 1992) According to Graves et al (2007), proficient readers intentionally utilize selective strategies to enhance their reading process, improve comprehension, and achieve their goals (Gunning, 2008; Fauziah, 2008) Reading comprehension strategies are generally categorized into three main types: metacognitive, cognitive, and affective; this paper will specifically concentrate on cognitive strategies.
Reading strategies are defined as the mental processes that readers intentionally employ to complete reading tasks (Cohen, 1986) Similarly, Brantmeier (2002) describes these strategies as the comprehension techniques that help readers understand and interpret the text effectively.
Brown (1990) considers reading strategies as the ways that help learners read more quickly and effectively
O'Malley and Chamot (1990) define "reading strategies" as the conscious and unconscious methods, actions, techniques, or behaviors that learners utilize to improve their understanding and address interpretation challenges.
Overall, there are many various views about the definitions of reading strategies depending on different scholars
There are two main types of learning strategies applicable to reading: direct strategies, which include memory, cognitive, and comprehension strategies, and indirect strategies, encompassing metacognitive, affective, and social strategies (Oxford, 1990) Among these, cognitive strategies are the most effective for enhancing reading skills, as evidenced by research from Ozek and Civelek (2006), Ghonsooly and Eghtesadee (2006), and Hamdan et al (2010) Cognitive reading strategies, as identified by O’Malley and Chamot (1990), consist of techniques such as resourcing, repetition, grouping, deduction, imagery, the keyword method, elaboration, inferencing, note-taking, and summarizing This study focuses on specific cognitive strategies that serve as valuable tools for students facing challenges in reading comprehension.
2.2.3 The importance of reading strategies
In educational system, most of EFL students confront a great number of problems especially in comprehension of written materials when reading
Many learners face significant challenges in grasping the overall meaning of texts, despite understanding individual words and sentences This difficulty often stems from a lack of effective reading strategies, making it hard for them to overcome barriers to reading comprehension Bialystok (1979) emphasizes the importance of language learning strategies, particularly reading strategies, in mastering a second language Furthermore, the U.S Department of Education highlights that implementing reading strategies is crucial for enhancing reading comprehension, especially for struggling readers.
Comprehension strategies are essential routines that assist readers in understanding texts Struggling readers particularly benefit from direct and explicit instruction in these strategies, as it enhances their reading comprehension skills By practicing these techniques, students can apply them flexibly and effectively address challenges related to reading comprehension.
Research highlights the critical role of reading strategies in enhancing reading comprehension According to McNamara (2007), these strategies are particularly beneficial for learners with limited reading skills or knowledge, as they help these individuals achieve better comprehension Consistent application of reading strategies fosters skill development, allowing readers to utilize their acquired skills effortlessly over time Furthermore, effective language learning strategies empower students to take initiative, make independent decisions, and engage in continuous, lifelong learning.
In conclusion, reading strategies are considered as indispensable ingredients that significantly contribute to helping students master reading skills at school as well as in their daily lives.
Classification of cognitive reading strategies
Cognitive strategies are essential mental processes for processing information, as described by Williams and Burden (1997), and are vital for students to successfully complete reading tasks, according to Chamot and O’Malley (1996) Oxford (1999) elaborates that these strategies include note-taking, summarizing, inferencing, utilizing prior knowledge, predicting, analyzing, and using context clues Dymock and Nicholson (2010) highlight that proficient readers typically employ between five and nine of these cognitive strategies to enhance their reading efficiency.
Research indicates that cognitive learning strategies are essential for effective classroom instruction and successful learning (Chamot & O'Malley, 1987; Harris & Pressley, 1991; Wood, Woloshyn, & Willoughby, 1995 in Pressley, 2000) This study focuses on cognitive reading strategies identified by Oxford (1990) and O'Malley and Chamot (1990), which also served as the theoretical basis for Ozek and Civelek's (2006) previous research The author highlights various cognitive reading strategies employed in this minor study, including deduction, imagery, quick idea extraction, elaboration, guessing, resourcing, repetition, grouping, and summarizing, each of which is explicitly illustrated.
According to O'Malley and Chamot (1990), deduction strategy is used to
Applying rules to comprehend or generate a second language involves creating rules based on linguistic analysis According to Oxford (1990), this approach is a top-down strategy that progresses from general concepts to specific details An example of this strategy is reading the first line of each paragraph to grasp the overall meaning of the text.
Imagery, as defined by O'Malley and Chamot (1990), involves using visual images, whether mental or actual, to aid in understanding and remembering new information Oxford (1990) supports this notion, highlighting it as an effective strategy for retaining what has been read in a new language by creating mental images Additionally, Frase (2008) emphasizes that the most enjoyable aspect of reading is the ability to visualize scenes in one's mind, with proficient readers often experiencing vivid visual imagery The imagery strategy can be implemented through two approaches: by examining illustrations or picturing events mentally.
According to Oxford (1990), effective reading strategies include skimming and scanning Skimming is a quick, superficial reading method aimed at grasping the main ideas of a text, as noted by Richards (1997) and supported by Brown (2001) In contrast, scanning focuses on locating specific details that are of interest to the reader.
Elaboration is the process of connecting new information to existing knowledge, as defined by O'Malley and Chamot (1990) This involves relating different aspects of new data and forming personal associations to enhance understanding Gunning (1996) adds that elaboration entails additional processing of the text by the reader, which can lead to improved comprehension and retention of the material.
Comprehension involves creating connections between a text and the reader's existing knowledge According to Keshavarz and Mobarra (2003), elaboration serves two key functions in foreign and second language reading lessons: it enhances reading comprehension and equips learners with the rich linguistic forms necessary for further language acquisition This strategy exposes learners to authentic, native-like material, facilitating a deeper understanding of the language (Vandersen et al., in McNamara, 2007).
According to Christie and Vukelich (2003), merely recognizing words in a text does not guarantee understanding; instead, readers must connect new information to their existing knowledge This approach emphasizes the importance of reflecting on prior knowledge related to the text's subject matter and integrating it with background knowledge for effective comprehension.
2.3.5 Guessing the meaning of words
Lexical inferencing is a crucial vocabulary learning strategy that enables learners to deduce the meanings of unknown words within context, minimizing reading disruptions This process involves making educated guesses based on linguistic cues and the learner's existing knowledge of the world (Haastrupt, 1987).
A resourcing strategy involves utilizing target language reference materials, including dictionaries, encyclopedias, and textbooks, to enhance comprehension (O'Malley & Chamot, 1990) According to Oxford (1990), printed resources like dictionaries, word lists, grammar books, and phrase books are essential for improving understanding of spoken or written content Additionally, this strategy emphasizes the importance of using dictionaries for key vocabulary.
Repetition strategy is used to repeat a chunk of language (a word or phrase) in the course of performing a language task (O'Malley & Chamot,
According to Oxford (1990), the strategy of repetition in reading involves reviewing a passage multiple times to enhance comprehension This approach aligns with Pressley's (2000) assertion that students can utilize repetition to retain key information Repetition strategies encompass two methods: re-reading individual sentences and revisiting the entire text to address misunderstandings.
The grouping strategy, as defined by O'Malley and Chamot (1990), focuses on classifying words, terminology, or concepts based on their attributes or meanings Oxford (1990) further elaborates that this strategy in reading involves organizing what is read into meaningful categories, thereby minimizing unrelated elements This approach is exemplified by the classification of words according to their grammatical categories.
Summarizing involves creating a concise mental, oral, or written representation of new information acquired through reading or listening (O'Malley & Chamot, 1990) This technique enhances comprehension of the original text and demonstrates understanding to the reader, as noted by Gulcat (2007) Furthermore, the insights gained from summarizing enable deeper analysis and critique of the original material According to Oxford (2006), summarizing is defined as a brief overview of the main ideas or points, omitting unnecessary details.
Previous Studies
2.4.1 Foreign research on reading strategies
Anderson (1991) investigated the differences in reading strategies employed by adult second language learners, revealing that both high and low scoring readers utilized similar techniques when responding to comprehension questions However, the study found that high scoring students applied these strategies more effectively and appropriately than their lower scoring counterparts.
Early research on L2 reading strategies, such as studies by Hosenfeld (1979), Olshavsky (1976), and Rubin (1981), aimed to identify the techniques employed by language learners Olshavsky discovered that both proficient and struggling readers utilized similar strategies, with proficient readers applying them more frequently Key strategies for successful readers included using context to infer meanings of unfamiliar words, enhancing understanding by adding information to clauses, rereading, and forming hypotheses In contrast, poor readers relied more on inferencing and personal connections to the text Hosenfeld's findings indicated that effective readers maintain contextual awareness, guess word meanings contextually, translate phrases rather than individual words, and use glossaries only as a last resort Conversely, unsuccessful readers often lose meaning during decoding, translate in smaller chunks or single words, and treat each word with equal importance.
Recent studies have examined the effects of reading strategy instruction on English language learners, highlighting the frequency and types of strategies they utilize while reading (Akkakoson & Setobol, 2009; Aghaie & Zhang, 2012; Dhieb-Henia, 2003; Nalliveettil, 2014; Park, 1997; Yang, 2016) Notably, Akkakoson and Setobol's research (2009) provides valuable insights into these instructional impacts.
A study involving 207 Thai EFL engineering and science undergraduates over 15 weeks taught 44 reading strategies, resulting in significant post-test score improvements for each group The high-reading proficiency group favored strategies such as adjusting reading rates based on text difficulty and comprehension monitoring, while the lower-reading proficiency group emphasized the use of resources like dictionaries and focused on difficult words The research concluded that reading strategy instruction is more effective than the traditional Thai bottom-up teaching model, which emphasizes a hierarchical understanding of text Interestingly, participants did not report an increase in the use of reading strategies post-instruction, with the highest frequency still reflecting bottom-up processing strategies.
Aghaie and Zhang (2012) investigated the effects of reading strategy instruction on a treatment group of 80 EFL students in Iran, utilizing O’Malley and Chamot’s Cognitive Academic Language Learning Approach (1996) The study assumed that a contrasting group did not receive any reading strategies instruction.
21 cognitive and metacognitive reading strategies from the CALLA framework
The study revealed a significant increase in post-test scores for the treatment group, indicating the effectiveness of reading strategies instruction Questionnaires indicated that the treatment group employed more advanced reading strategies than the control group, particularly in planning their reading purpose, examining text layout, and checking comprehension during reading Additionally, the treatment group successfully transferred metacognitive reading strategies from English (L2) to Persian (L1), while the contrast group primarily transferred cognitive strategies These findings underscore the strong correlation between explicit reading strategies instruction and improved reading comprehension, highlighting the necessity of teaching these strategies in language classrooms.
In a study conducted by Nalliveettil (2014), 52 first-year undergraduate engineering students from eleven engineering colleges in India participated in qualitative data collection, which involved answering comprehension questions about a semi-technical text from an information technology journal and utilizing Think-Aloud Protocols (TAPs) The analysis revealed that successful and partially successful readers could derive meaning from difficult sentences through rereading, without needing to understand every word Additionally, these readers effectively employed textual features to aid comprehension when faced with challenges, identified new English words by associating sounds with letter clusters, and utilized background knowledge to enhance their understanding.
22 meaning of the text; and (5) partly successful and unsuccessful readers did not use cognitive skills frequently and they placed equal emphasis on each word
It was concluded that English teachers should incorporate more reading strategy training in class to help students develop their reading skills
A study conducted by Yang (2016) involving 40 first-year non-English major postgraduates at a Chinese engineering college revealed that overall reading strategy usage was at a medium level, with cognitive strategies being more prevalent than metacognitive ones The research identified self-consciousness as the most commonly employed metacognitive strategy, highlighting the importance of recognizing the need to enhance reading proficiency Additionally, the most frequently utilized cognitive strategies included predicting text content and scanning The findings indicated that successful learners employed reading strategies more effectively than their less successful counterparts, suggesting that integrating reading strategies into teaching practices is essential for fostering students' conscious use of these techniques during reading.
Research indicates that reading strategies instruction effectively enhances reading comprehension Additionally, there is a correlation between the frequency of reading strategy use and the reader's proficiency level Notably, high-proficiency readers tend to employ different reading strategies compared to those with lower proficiency.
2.4.2 Vietnamese research on reading strategies
There is a scarcity of empirical research on reading strategies in Vietnam, with only a limited number of postgraduate theses addressing this topic Nonetheless, the validity and scientific rigor of the findings from these theses require further validation.
In a 2006 study titled “A Study on English Reading Strategies Employed by Second Year Bridge and Road Students at the University of Transport and Communications,” Ha examined the reading strategies of 13 second-year non-English majors, focusing on the differences between good and poor readers The research utilized data from written questionnaires and think-aloud reports, alongside qualitative interviews, to analyze these differences Findings revealed that effective readers employed cognitive strategies significantly more frequently than their ineffective counterparts, highlighting a clear distinction in strategy use between the two groups.
In her 2007 study, "How to Improve Reading Comprehension of the 10th-Form Students at Le Hong Phong High School," Huong aimed to assess the current state of reading instruction and learning challenges faced by 10th-grade students The research focused on identifying specific difficulties in reading comprehension to provide actionable recommendations for enhancement Utilizing a qualitative approach, the study included two survey questionnaires to gather relevant data on students' reading experiences.
A study conducted at Le Hong Phong High School involved 97 tenth-grade students and 8 English teachers to gather data on reading comprehension The findings indicated that teachers recognized several factors influencing students' reading comprehension, with four key factors identified as particularly significant for tenth-grade students, including a notable lack of essential skills.
The study highlights several challenges in student engagement, including limited vocabulary, grammatical structures, and ineffective reading strategies It reveals a significant disconnect between teachers' motivational efforts and students' preferences, with most students favoring supplementary texts for extensive reading They express a desire for guidance on effective reading strategies Furthermore, the findings indicate that teachers are not fully utilizing games and visual aids, which could enhance student interest and motivation.
In a study by Sao (2008) at Nghi Loc IV High School, the challenges faced by tenth-grade students in reading texts from a new textbook were explored through semi-structured interviews with 20 students The research revealed that students struggled with vocabulary, grammar, background knowledge, and reading tasks Despite recognizing the significance of reading, some students exhibited negative attitudes towards learning English, which hindered their progress Additionally, the lack of essential reading skills and the misalignment of reading tasks with students' proficiency levels contributed to their difficulties Ineffective teaching methods and classroom techniques were also identified as potential factors exacerbating these challenges.
Summary
This chapter emphasizes the critical aspects of teaching and learning reading skills in foreign language education It discusses the significance of these skills, explores the concepts of reading and reading comprehension, and addresses the challenges learners face in understanding texts.
25 strategies, cognitive reading strategies, etc And the most prominent point, cognitive techniques that teachers use in teaching reading are also presented with the hope to improve students’ reading skills
RESEARCH METHODOLOGY
Research context
A study conducted in a private high school in Hanoi focused on a class of 43 tenth-grade students, comprising 25 females and 18 males Despite studying English for at least seven years, the students exhibited low proficiency levels, likely due to their emphasis on subjects like Mathematics and Literature for high school examinations, which led to a neglect of English Many students found reading particularly challenging, struggling with vocabulary, grammar, and effective reading strategies, compounded by limited time dedicated to this subject Consequently, they often read at a slow pace and attempted to translate each word into Vietnamese, which hindered their ability to achieve satisfactory results in reading skills.
The official English textbook for 10th grade students is "Tieng Anh 10 – Standard Syllabus," featuring 10 units that cover a variety of topics Each unit is structured into seven components: reading, speaking, listening, writing, language focus, culture, and a project As per the standard syllabus, students will attend three official English classes each week.
The research will be conducted over ten weeks, from early August to mid-October 2019, incorporating 27 morning sessions and additional periods in the afternoon, with one dedicated research period scheduled in the afternoon.
Research Questions
This study focuses on enhancing the reading comprehension skills of 10th-grade students at a high school in Hanoi by implementing cognitive reading comprehension strategy training It also investigates the challenges faced by students when applying these strategies.
In order to achieve the aims of the study, the following research questions would be answered:
- To what extent does explicit cognitive reading strategy training help improve reading comprehension of 10 grade students at a high school in Hanoi?
- What difficulties are perceived by the students in applying these cognitive reading strategies?
Research Approach
The study utilized an Action Research approach, which is crucial for a comprehensive understanding and analysis of the research process Cohen and Manion (1994) define Action Research as a small-scale intervention aimed at examining the effects of changes within a real-world context Hult and Lennung (1980) outline key characteristics of Action Research, emphasizing its significance in evaluating practical interventions.
Action research, as defined by Mc Kerman (1991), focuses on enhancing the quality of human actions and is characterized by an ongoing cyclical process This approach allows for the utilization of feedback from collected data to inform and improve subsequent actions.
Action research plays a crucial role in enhancing educational practices by continuously improving research methodologies and objectives It is a formative process that allows for the evolution of definitions and aims, contributing significantly to the science of education Moreover, action research is inherently collaborative, engaging all stakeholders in the pursuit of understanding and actionable insights.
This study aimed to enhance English reading comprehension among 10th grade students at a high school in Hanoi while contributing to the field of language education It involved the researcher’s intervention to train reading strategies for these students, necessitating ongoing adjustments and improvements throughout the research process, following the model established by Susman (1983).
Figure 3.1 Action research model (Susman, 1983)
The action research model proposed by Susman (1983) encompasses five key phases: diagnosing, action planning, taking action, evaluating, and specifying learning The process begins with the identification of a problem, followed by data collection for a comprehensive diagnosis Subsequently, a collaborative exploration of potential solutions takes place, leading to the development of a singular action plan.
Data from the intervention is collected and analyzed to evaluate its effectiveness, leading to an interpretation of the findings The problem is then re-assessed, initiating another cycle of the process This iterative approach continues until the issue is resolved.
Participants
The study involved forty-three 10th grade students from class 10X1 at a high school in Hanoi, comprising 25 females and 18 males, during the first term of the 2019-2020 school year All participants had completed seven years of mandatory English education, starting as early as grade 1 or nursery school for some The researcher selected 10th grade students due to their lack of exposure to reading strategies, as their focus on Math and Literature during secondary school left little room for English Consequently, these students stand to gain significantly from training in cognitive reading strategies.
Data collection instruments
In order to collect sufficient data for the study, a number of instruments were employed: a pre-questionaire, a pre-test, a post-test and a post- questionnaire and interview
The researcher selected this essential tool for data collection due to its simplicity and effectiveness in gathering information from students This method serves as a key instrument in the preliminary investigation, aimed at identifying problems and analyzing participant responses.
The study utilized two printed questionnaires, a pre-questionnaire and a post-questionnaire, for data collection, comprising two main sections The first section aimed to gather general opinions on reading skills and the difficulties students faced when applying reading strategies The second section focused on investigating participants' cognitive reading strategy use while engaging with texts, employing 10 Likert-type items as developed by Bezci (1998).
3.5.2 Pre-test and post-test
To assess students' progress in English reading comprehension, the research implemented two reading tests: a pre-test administered at the study's outset and a post-test following the intervention These tests, adapted from reading materials intended for 10th-grade students, were modified to align with the study's objectives while ensuring consistency in vocabulary, content, and difficulty level, thus serving as effective achievement tests.
Each test comprised twenty-five multiple-choice questions, featuring formats such as true-false, gap-filling, and heading matching Participants needed to read the provided passages carefully to select the correct answers for each question A time limit of thirty minutes was set for completing each test.
In addition to the previously mentioned instruments, the researcher employed a semi-structured interview to enhance and clarify the data gathered from questionnaires, specifically targeting the challenges faced by 10th-grade students in utilizing cognitive reading strategies The interview involved six students, identified as SA, SB, SC, SD, SE, and SF.
A total of 31 students from class 10X1 were selected based on their reading competence levels, as indicated by their post-test scores The selection included two students scoring between 8-9, two scoring between 6-7, and two scoring between 4-5 Individual online interviews were conducted in Vietnamese to allow participants to express their challenges without the barrier of a foreign language These interviews were transcribed and analyzed for key themes, focusing on obstacles in learning reading strategies and the progress made by students after receiving training in these strategies The researcher then translated the findings to gain deeper insights into the research questions.
Action Research Procedures
Susman’s design (1983) for this research encompassed five phases within a single cycle: diagnosing, action planning, taking action, evaluating, and specifying learning This structured process was conducted over a 10-week period, starting in early August and concluding in mid-October 2019 The phases of the research are visually represented below.
In early August, two weeks into the school year, the author conducted a preliminary study in class 10X1 at their school, where they teach English This study involved distributing a pre-questionnaire divided into two parts: the first part focused on students' opinions regarding reading skills, while the second part assessed the frequency of their use of reading comprehension strategies Students were allotted ten minutes to complete the pre-questionnaire, followed by a formal pre-test consisting of twenty-five multiple-choice questions administered to forty-three students.
In a study involving class 10X1, students completed a pre-test and questionnaire within a thirty-minute timeframe, after which all papers were submitted to the teacher The author assessed the tests and gathered insights into students' reading skills and the frequency of their reading strategies This phase aimed to identify the specific reading challenges faced by the students in class 10X1, enabling the author to diagnose their issues and provide targeted support to improve their reading proficiency.
In August 2019, the second step after diagnosing reading difficulties involved action planning, prompted by the analysis of pre-test results and relevant literature on reading comprehension strategies The findings revealed that students in class 10X1 struggled significantly with reading skills, lacking effective techniques, as evidenced by their poor pre-test performance This led the author to believe that implementing reading strategies would be essential for enhancing students' reading comprehension Consequently, reading strategies were chosen as the focal point of the research, and a detailed 8-week reading strategy instruction plan was developed and executed.
From the second week of August to mid-October 2019, the training strategy spanned weeks 2 to 9, culminating in a final week dedicated to post-testing, questionnaires, and interviews The training methods included guided demonstrations and practice sessions led by the teacher, followed by opportunities for students to engage in self-practice after each strategy was introduced This approach incorporated four main types of exercises to enhance learning outcomes.
The article outlines a structured eight-week reading skills training program aimed at enhancing students' reading comprehension through various formats, including multiple choice, true-false, gap-filling, and heading matching To minimize disruption to official morning classes, participants received additional lessons in the afternoon, dedicating one period per week to reading strategies Students were expected to complete two readings weekly—one guided by the teacher and the other done independently—culminating in a total of sixteen carefully selected texts over the eight weeks The training approach involved focusing on a specific format for two consecutive weeks, with the first two weeks dedicated to multiple choice, followed by true-false, gap-filling, and heading matching exercises, ensuring a comprehensive development of reading skills.
The Eight – Week – Plan of Reading Strategy Instruction in Class 10X1
Topic Texts Strategies Type of Tasks
Text 2 (guidance) Text 2.1 (self practice)
Using deduction, getting the idea quickly, repetition, and summary strategies
Text 3 (guidance) Text 3.1 (self practice)
Using deduction, getting the idea quickly, repetition, and summary strategies
Text 4 (guidance) Text 4.1 (self practice)
Getting the idea quickly (scanning), and repetition strategies True/ False
Text 5 (guidance) Text 5.1 (self practice)
Getting the idea quickly (scanning) and repetition strategies True/ False
Text 6.1 (self practice) Resourcing, grouping and repetition strategies Gap-filling
Resourcing, grouping and repetition strategies
Deduction, repetition, skimming and scanning strategies Matching
From mid-August to mid-October 2019, a significant eight-week process was conducted to train 10th-grade students in class 10X1 on cognitive reading strategies This instruction, crafted by the author in a structured lesson plan, emphasized the importance of explicit strategy instruction as a means to enhance reading comprehension According to Pilonieta (2010), effective reading strategy instruction encompasses four key steps: direct explanation, teacher modeling through "thinking aloud," guided practice, and application, all of which were thoroughly detailed in the training.
- Step 1: with direct explanation, the teacher explained to students why the strategy helped comprehension and when to apply the strategy
- Step 2: with modeling, the teacher modeled, or demonstrated, how to apply the strategy, usually by "thinking aloud" while reading the text that the students were using
- Step 3: with guided practice, the teacher guided and assisted students as they learnt how and when to apply the strategy
- Step 4: with application, the teacher helped students practise the strategy until they could apply it independently
In week 2, the teacher implemented a model where students received clear explanations of key reading strategies, including deduction, quick comprehension, repetition, and summarization The deduction strategy involves reading the first line of each paragraph to grasp the main idea, while quick comprehension encompasses skimming for general concepts and scanning for specific details.
The repetition strategy involves reading and rereading sentences or paragraphs to enhance comprehension In week 2, the teacher demonstrated how to effectively use these strategies with text 2, guiding students in answering related questions Following this, learners practiced these strategies independently with text 2.1 This approach was consistently applied to introduce additional strategies in subsequent weeks, ensuring a comprehensive understanding of the material.
In the third week of October 2019, during the tenth week of the study, participants in class 10X1 completed a post-test and post-questionnaire, adhering to the same time constraints as the pre-test The teacher collected all assessments, and the researcher began grading them Once the data from pre-tests, post-tests, pre-questionnaires, and post-questionnaires were compiled, various analytical techniques were employed The researcher utilized SPSS version 16.0 to calculate the Mean, Median, and Mode for the pre-tests and post-tests, allowing for a comparison of mean values before and after instruction To assess statistical significance, a paired sample t-test was conducted using the same software, providing a statistical basis for evaluating the differences between the two sets of test scores.
The study effectively assessed students' reading skills and the frequency of their reading strategy usage through a pre-questionnaire, where diverse opinions were gathered prior to instruction Following the implementation of reading strategies, a post-questionnaire and semi-structured interviews with six students revealed challenges faced during the application process Nevertheless, the results indicated a positive shift in the frequency of reading strategy use when compared to the pre-questionnaire data.
“Never, Rarely, Seldom” replies to “Often, Always” replies
In the final week of October 2019, the author analyzed data from post-tests, questionnaires, and interviews to evaluate the effectiveness of the implemented strategies in addressing the identified problem This reflection highlighted the factors contributing to the success of these strategies and identified potential challenges that arose during the implementation process Subsequently, the author began documenting the follow-up results of the study.
Data Analysis Procedures
Data collection was conducted using three tools: 43 pre- and post-questionnaires, 43 pre- and post-tests, and a semi-structured interview.
3.7.1 Pre-questionnaires before the pre-test
The data from the questionnaire were quantitatively analyzed using a descriptive approach, with the findings presented in percentages to clearly convey the results of the preliminary investigation.
36 demonstrated This source of data supported the researcher to find out the opinions/attitudes, difficulties in completing reading as well as frequency of use of the reading strategies
3.7.2 Pre-test and Post-test
The pre-test and post-test aimed at assessing reading comprehension of
After 10 weeks of training in cognitive reading strategies, 10th graders participated in pre- and post-tests to assess their reading comprehension The results were analyzed using SPSS version 16.0, revealing slight improvements in reading comprehension following the intervention.
3.7.3 Post-questionnaires after the post-test
The analysis of post-questionnaire data utilized descriptive statistics to assess students' challenges in learning cognitive reading strategies and their frequency of use following training This quantitative data provided valuable insights into the obstacles faced by students while learning these strategies, as well as the positive changes in their usage frequency after the intervention.
The qualitative analysis of data from semi-structured online interviews revealed the challenges students face in applying cognitive reading strategies The interviews were conducted individually to optimize time for both the author and the students Following the collection of information, an in-depth analysis was performed based on the interview results and questionnaires, highlighting the specific difficulties encountered by students in the application of these strategies.
Summary
To enhance reading comprehension among 10th-grade students at a high school in Hanoi, an action research study was conducted within the researcher’s own classroom Data was gathered through a pre-questionnaire, pre-test, post-questionnaire, post-test, and semi-structured interviews The collected information was analyzed using descriptive statistical tools and content analysis methods, aiming to address the research questions effectively.
RESULTS AND DISCUSSION
Preliminary investigation
To assess students' reading strategies prior to instruction, a pre-questionnaire was distributed to participants This questionnaire comprised two sections: the first section aimed to gather students' perceptions of their reading skills, while the second section focused on determining the frequency of their use of cognitive reading strategies.
Part 1: Students’ opinions of reading comprehension skills
The importance of reading skills
Figure 4.1 The importance of reading skills
According to the pie chart in Figure 4.1, 51.1% of students believe that reading comprehension is essential among the four macro skills—listening, speaking, reading, and writing Additionally, 34.8% of students expressed the view that reading comprehension holds equal importance.
4.6 very important as important as other skills less important than other skills not important at all
A significant majority of students recognize the importance of reading skills in learning English, with only 9.3% considering it less central than other skills Additionally, a mere 4.6% of students undervalue the crucial role that reading plays in their education These statistics indicate that students view reading skills as essential and necessary for mastering the English language.
Students’ interests in reading comprehension skill
Figure 4.2 Students’ interests in reading comprehension skills
Figure 4.2 reveals that a significant portion of students, specifically 48.8%, initially lacked enthusiasm for reading comprehension skills, while only 13.95% expressed genuine interest in these skills Additionally, around 20.9% of the participants responded with "not at all" regarding their engagement with reading, indicating a clear divide in the learners' attitudes toward reading comprehension.
“normally” (16.27%) This demonstrated that most of the students did not pay much attention to the reading skill
Students’ difficulties in reading comprehension
Figure 4.3 Students’ difficulties in reading comprehension
60 yes no normally not at all
0 20 40 60 80 100 many new words in reading many new grammar structures unfamiliar reading topics lack of skills to do readings… other difficulties
A recent survey revealed significant challenges faced by students in reading comprehension An alarming 76.74% of respondents reported having minimal strategies for reading, while over half (58.13%) identified unfamiliar vocabulary as their primary obstacle Additionally, 32.55% of students cited new grammar structures and 39.53% mentioned unfamiliar topics as barriers to understanding Other issues, including pronunciation, reading habits, and low motivation, accounted for 41.8% of the responses Overall, the lack of vocabulary, grammar knowledge, and effective reading strategies were identified as key factors hindering students' reading proficiency.
The following table indicates the frequency of use of reading strategies of 10 graders before the instruction of reading strategies
Part 2: Frequency of use of reading comprehension strategies (NC)
Frequency of Use of Reading Comprehension Strategies before the Pretest
No items Never Rarely Sometimes Often Always
1 Deduction (reading the first line of each paragraph) 15 34.8% 17 39.5% 5 11.6% 2 4.6% 4 9.3%
2 Imagery (looking at pictures and illustrations) 18 41.8% 14 32.5% 6 13.9% 2 9.3% 3 6.9%
3 Elaboration (thinking about previous knowledge) 20 46.5% 12 27.9% 2 4.6% 4 9.3% 5 11.6%
5 Guessing the meanings of words in context 23 53.4% 11 25.5% 3 6.9% 2 4.6% 4 9.3%
6 Resourcing (using a dictionary for important words) 7 16.2% 8 18.6% 11 25.5% 9 20.9% 8 18.6%
7 Repetition (rereading a sentence or passage) 11 25.5% 10 23.2% 9 20.9% 7 16.2% 6 13.9%
9 Summarizing (sum up the main ideas) 15 34.8% 11 25.5% 8 18.6% 5 11.6% 4 9.3%
The analysis of questions 1 to 3 reveals that participants struggled with activating background knowledge and comprehending the main ideas of the text, as shown in Table 4.1 Over one-third of the respondents indicated they "Never" or "Rarely" employed strategies such as reading the first line of each paragraph (34.8% and 39.5%) and utilizing illustrations or pictures (41.8% and 32.5%) Additionally, 46.5% and 27.9% of participants reported minimal engagement in reflecting on prior knowledge Responses for skimming and scanning also reflected low usage, with "Never" and "Rarely" accounting for 30.2% and 32.5%, respectively Overall, the majority of students selected these lower engagement options, indicating a need for improved reading strategies.
In a recent analysis, the frequency of responses for "Sometimes," "Often," and "Always" was below 12% collectively When it came to deducing word meanings from context, 53.4% of participants selected "Never," while 25.5% chose "Rarely."
The responses for "Sometimes, Often, and Always" were relatively low at 6.9%, 4.6%, and 9.3% However, using a dictionary strategy showed a notable increase in replies for these categories, reaching 25.5%, 20.9%, and 18.6%, respectively In contrast, the repetition strategy yielded responses of 25.5% for "Never" and 23.2% for "Rarely," while "Sometimes, Often, and Always" received 20.9%, 16.2%, and 13.9% Additionally, approximately 44.1% and 32.5% of participants selected "Never."
“Rarely” grouped the words after the readings Only 6.9%, 9.3% and 6.9% gave their opinions like “Sometimes, Often and Always” For the final strategy, 34.8% and 25.5% “Never” and “Rarely” summarized the main ideas
43 and some other students “Sometimes, Often and Always” gave a summary for their readings
The preliminary investigation revealed before the instruction, a large number of students agreed that reading skills was as important as other skills
Hazzard (2016) highlights the crucial role of reading in student success, particularly for those studying English as a second or foreign language, as noted by Carrell (1984) Despite recognizing the importance of reading skills, many students initially lacked enthusiasm and attention towards developing these abilities, resulting in difficulties with vocabulary, grammar, and text comprehension Furthermore, issues such as poor reading habits, pronunciation challenges, lack of practice, inadequate materials, and low motivation further hindered their reading success.
The second part of the pre-questionnaire examined the frequency of reading strategy usage among 10th graders According to Table 4.1, it was evident that the students were largely unfamiliar with employing cognitive reading strategies while reading, with the exception of one strategy.
Many students prefer using a dictionary to consult important words during their readings, making it a common strategy among them Pre-reading techniques often include examining the first line of the text and analyzing pictures or illustrations to enhance understanding.
Research indicates that readers often rely on their prior knowledge to anticipate the content of a text (Bezci, 1998) Despite acknowledging the importance of reading skills, only 15% of participants frequently employed strategies like skimming to grasp the main ideas (Anderson, 1991) This suggests that many learners tend to read texts immediately without utilizing effective strategies Cognitive strategies that activate prior knowledge are crucial for comprehension, as they enable readers to connect their background knowledge to the text and form expectations about the topic (Anderson, 1991).
In this section, we explore effective reading strategies such as guessing meanings, resource utilization, and repetition, which were frequently employed during the while-reading phase A balanced use of a dictionary is recommended for gaining deeper insights into important words; however, it is noteworthy that none of the students utilized a dictionary during their reading This may indicate their reliance on context to infer meanings, as proficient language learners often adopt various cognitive strategies to overcome challenges Additionally, the repetition strategy emerged as one of the most effective methods, enabling students to complete their readings more efficiently Rereading sentences or paragraphs proved essential for enhancing their comprehension of the material.
Students demonstrated a "Never and Rarely" usage of strategies like word grouping and summarizing main ideas, indicating a negative trend in their reading comprehension skills However, employing post-reading techniques could enhance their understanding and retention of the material.
Forty-five strategies, including grouping and summarizing, are essential for enhancing learners' overall understanding and memory retention of reading material Notably, classifying words by their meanings or grammatical categories after reading is particularly effective for promoting delayed retention (Carrell, 1998).
Evaluation
To what extent does explicit cognitive reading strategy training help improve reading comprehension of 10th grade students at a high school in Hanoi?
4.2.1.1 Results from pre-test and post-test
Using SPSS software version 16.0, the writer analyzed students' reading comprehension scores to calculate the average, median, and mode, as detailed in Table 4.2 These statistics provided insights into the students' performance in learning reading strategies, with the Mean representing the average score, the Median indicating the middle score, and the Mode reflecting the most frequently occurring score.
Descriptive Statistics of Pretest and Posttest
Number of Students Pre_test_score Post_test_score
The analysis revealed that the mean score for the pre-test was 5.5, while the post-test mean score increased to 7.2 Additionally, the median scores showed a similar trend, with the pre-test median at 5.6 and the post-test median rising to 7.2 Furthermore, the mode scores also reflected improvement, changing from 5.2 in the pre-test to 7.2 in the post-test.
To assess statistically significant differences in test scores, a Paired Sample T-Test was employed to compare the mean values of two sets of test results, utilizing SPSS 16.0 software for analysis This method allowed for an evaluation of whether the differences between the two means were significant The data analysis examined scores before and after the tests, with results presented in three tables (Tables 4.3 to 4.5), with particular emphasis on the findings in Table 4.5.
Pair 1 pre_test_score 5.544 43 9465 1443 post_test_score 7.228 43 8066 1230
N Correlation Sig Pair 1 pre_test_score & post_test_score 43 965 000 Table 4.5
95% Confidence Interval of the Differences
The table presented information on the paired sample t-test conducted using SPSS version 16.0, with particular emphasis on the final column, which displayed the Sig (2-tailed) value This value indicated whether the means of the two conditions were statistically different In this analysis, the Sig (2-tailed) value was found to be less than 0.05, signifying a statistically significant difference between the pre-test and post-test results Consequently, it was determined that the training in cognitive reading strategies for 10th graders in class 10X1 led to notable improvement in their performance.
The statistical analysis using T-test revealed that the Mean, Median, and Mode scores in the post-test were all higher than those in the pre-test This outcome demonstrated a statistically significant difference in student achievements before and after training in cognitive reading strategies, indicating that such training effectively enhances reading skills.
Cognitive reading strategies are essential tools that help students overcome reading difficulties and achieve positive outcomes Research indicates that these strategies are fundamental to successful learning in classroom settings (Chamot & O'Malley, 1987; Harris & Pressley, 1991; Wood, Woloshyn, & Willoughby, 1995 in Pressley, 2000) Brown (1990) emphasizes that reading strategies enable learners to read more efficiently, while Bialystok (1979) highlights their crucial role in second language acquisition.
Reading strategies are essential for learners with limited reading skills, as they significantly enhance comprehension (McNamara et al., 2009) Successful learners tend to employ these strategies more effectively than their less successful peers To foster good reading habits, it is crucial to integrate reading strategies into teaching practices (Yang, 2016) Regular use of these strategies helps readers become proficient, allowing them to apply their skills effortlessly over time Additionally, effective language learning strategies empower students to take initiative, make informed decisions, and engage in lifelong learning.
What difficulties are perceived by the students in applying these cognitive reading strategies?
4.2.2.1 Results from questionnaire after the post-test
Part 1: The following table presents the results of the first part of post- questionnaire about cognitive reading strategies students find difficult to apply
The Cognitive Reading Strategies Students Find Difficult to Apply
No Difficulties of students in applying strategies
1 Deduction - reading the first line of each paragraph
2 Imagery - looking at pictures and illustrations 6 13.9%
3 Getting the idea quickly - skimming and 3 6.9%
4 Elaboration - in thinking about previous knowledge
5 Guessing the meaning in context 15 34.8%
6 Resourcing - using a dictionary important words
7 Repetition - rereading a sentence or passage 4 9.3%
8 Grouping in classifying the words 13 30.2%
The data reveals that many participants struggled with specific reading strategies, particularly guessing meaning in context and grouping strategies, which affected 34.8% and 30.2% of learners, respectively Additionally, the elaboration strategy posed challenges for 23.2% of participants, while other difficulties accounted for 16.2%, with the remaining strategies each falling below 15% Consistent with these findings, interviews with six students indicated that four of them faced difficulties in employing certain cognitive reading strategies, such as guessing meaning in context and grouping words, mirroring the earlier statistics of 34.8%.
30.2% mentioned above In addition, two of six learners interviewed showed their opinions that they were a bit confused about applying elaboration strategy although trained by the teacher
Part 2: Frequency of use of reading comprehension strategies after instruction of cognitive reading strategies after post-test:
Frequency of Use of Reading Comprehension Strategies after the Post-Test
Items Never Rarely Sometimes Often Always
(reading the first line of each paragraph) 2 4.6% 3 6.9% 4 9.3% 19 44.1% 15 34.8%
(looking at pictures and illustrations) 6 13.9% 7 16.2% 3 6.9% 14 32.5% 13 30.2%
5 Guessing the meaning of words in context 2 4.6% 5 11.6% 3 6.9% 20 46.5% 13 30.2%
(using a dictionary for important words) 2 4.6% 4 9.3% 7 16.2% 16 37.2% 14 32.5%
(sum up the main ideas) 6 13.9% 5 11.6% 4 9.3% 13 30.2% 15 34.8%
Table 4.7 reveals that most students experienced minimal difficulty with strategies such as deduction, quick idea comprehension, resourcing, and repetition, with these strategies each accounting for less than 15% of challenges However, after cognitive reading strategy training, some students struggled with more complex strategies, particularly grouping, elaboration, and guessing meaning from context Specifically, around 34.8% of students reported difficulties with guessing meaning within context, a finding supported by interviews where most of the six participants expressed challenges in inferring new word meanings They cited limited vocabulary and a lack of regular practice as primary reasons for their struggles, indicating a need for greater motivation and practice in applying these strategies effectively.
In a recent study, 30.2% of students reported that grouping words was a key challenge, while 23.2% struggled with recalling prior knowledge Two-thirds of the interviewed students found it difficult to classify words and connect them to previous lessons, primarily due to a lack of understanding of word derivations and meanings Contributing factors included limited knowledge on reading topics, complex materials, insufficient reading time, and low motivation.
The analysis of the pre- and post-questionnaires revealed significant findings regarding the use of reading strategies among students Notably, there was an increase in the frequency of strategy use, with over 30% of students shifting from "Never, Rarely" to "Often, Always" in their responses, while those selecting "Never, Rarely" fell below 15% Initially, many learners were unfamiliar with effective reading strategies, contributing to lower pretest outcomes However, after training, students exhibited more positive attitudes towards reading, reporting improvements in their skills and confidence Interviews confirmed that learners felt their reading abilities had significantly enhanced, allowing them to read more quickly and effectively Supporting this, research by Olshavsky (1976) and Anderson (1991) indicated that while both proficient and less proficient readers employed similar strategies, successful readers utilized them more frequently and effectively.
Summary
This chapter provided a comprehensive analysis and interpretation of the findings from the pre and post questionnaires and tests administered to students, addressing the study's two research questions The upcoming chapter will summarize these findings, discuss the study's limitations, and offer recommendations for future research.