Please use this identifier to cite or link to this item:
A Study of a Sixth Grader's Manipulation of English Reading Strategies
Yan, Yeun Yi
Yu, Ming Chung
Yan, Yeun Yi
reading strategy instruction
reading with peers
|Issue Date:||2015-08-03 13:43:05 (UTC+8)|
關鍵字 : 閱讀策略、閱讀策略教學、文體素材、與同儕閱讀、個人閱讀
The purposes of this research were to explore a young reader’s manipulation of reading strategies while reading different types/topics of texts and to determine the differences between his strategy use in a peer reading situation and that in an individual reading situation. How the student’s English proficiency and age influenced his strategy use is also discussed. Three categories of reading strategies were observed: global reading strategies, problem-solving strategies, and support strategies. Data were collected through the teacher’s observations and notes, interviews, the participant’s strategy questionnaires, and tests.
The results revealed that the participant’s strategy use was related to his interests toward the reading text, his background knowledge, reading habits, learning tools, and reading situations. Global strategies were used the most often, while support strategies were used the least. The participant demonstrated a higher willingness to manipulate more strategies when he worked with someone of equal English ability; however, he was more of an autonomous reader and read faster in an individual reading situation. In addition, learning with technology highly motivated the participant to try out different strategies.
For future studies, the involvement of diverse backgrounds and student personalities to increase the credibility of the results is recommended. It is also worth a try to give children the freedom to choose what they would like to read. Moreover, grouping can be more carefully designed to examine the optimal environment in which students’ strategy use can be exerted to the full.
Keywords: reading strategies, reading strategy instruction, reading texts, reading with peers, individual reading
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