The objectives of the study were to study the effectiveness of the SQ4R technique in enhancing grade 11 students' critical reading and to investigate the students' satisfaction with the SQ4R technique as a model of learning management in a reading class. A quasi-experimental approach was selected, and one group of participants was employed. The…

Conceptual change is assumed to be a potential teaching pedagogy to prepare the skills for anticipating the 21st century. A quasi-experimental method with pre-and post-test control group design was applied to examine the effectiveness of integrating the 3-2-1 reading technique with refutation text on students' conceptual change of buoyancy. The…

The purpose of the study was to investigate differences in writers' abilities to perceive global text organisation in self-, peer- and teacher/researcher-authored essays. Eight student participants were identified as proficient, middle or developing, based on the levels of paragraph subordination, the average number of T-Units and the number of…

Krashen (2004) has advocated that narrow reading, i.e., reading a series of texts addressing one specific topic, is an effective method to grow vocabulary. While narrow reading has been championed to have many advantages for L2 vocabulary learning, there remains a relative dearth of empirical studies that test the impact of narrow reading on L2…

The aim of this study was to examine the reading strategies used by Grade 11 English Second Language (ESL) learners and the possible effects of reading instruction on their reading comprehension and strategy awareness. A quasi-experimental pre-test and post-test control group design was used. The participants included a total of 60 Grade 11…

According to a 2010 report by ACT, "Only 31 percent of students are performing at a college-and-career reading level with respect to successfully understanding complex text" (p. 5). This statistic demonstrates what educators know: Middle and high school students face numerous challenges in reading, understanding, connecting to, and…

Assuming that readers' emotional responses can enhance readers' metacognitive experiences and inform literary analysis, this study of 11th-grade poetry readers features instruction that models both cognitive and affective reading processes. The author: (1) Presents a case for more explicit attention to emotion in language arts classrooms; (2)…