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A Study on Taiwanese Senior High School Students’ Use of Reading Strategies Across Text Types
|Issue Date:||2021-08-04 16:23:57 (UTC+8)|
The purpose of the present study is to probe into Taiwanese senior high school students’ use of reading strategies when they read different types of text. Specifically, the researcher investigated the extents, differences, and correlations of reading strategies applied when the students approached five different types of text (i.e., narrative, procedural, expository, persuasive, and recount texts).Sixty-seven 12th graders from New Taipei City participated in the study. The instruments of the study included ten reading texts and a modified Survey of Reading Strategy (SORS) (Mokhtari & Sheorey, 2002). The five types of texts were selected and each type included two subgenres of reading texts. In each reading task, the participants read two texts of the same genre and then immediately responded to the SORS. In the end, five questionnaires for different text types from each participant were collected and analyzed. Both descriptive and inferential statistics were adopted to analyze the data collected.The findingseveal that Taiwanese senior high school students applied overall reading strategies consistently to a high extent across text types. In addition, among the three main categories of reading strategies, the problem-solving reading strategy was used most frequently, followed by global and support reading strategies across text types. Despite the uniformity, some inconsistencies were observed. First, students applied global reading strategies at a lower frequency when reading narrative texts than when reading other genres. The finding also suggests that one of the global reading strategies was used significantly more when the students read recount texts than when they read narrative texts. Based on the findings of the present study, pedagogical implications, limitations, and suggestions for future studies are also presented in this study.
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