ERIC Number: EJ1315973
Record Type: Journal
Publication Date: 2021
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2191-611X
EISSN: N/A
The Impacts of Reading Strategy Instruction on Improving the Reading Comprehension of Students with Different Learning Styles
Tadayonifar, Mojtaba; Valizadeh, Mohammadreza; Entezari, Mahnaz; Bahraman, Mosfata
Language Learning in Higher Education, v11 n2 p413-432 2021
The current study explores the short- and long-term impacts of explicit reading strategy instruction for improving reading comprehension of students with different learning styles. Sixty Iranian EFL learners took part in this study. They took the Cambridge ECCE reading test as the pre-test and were divided into five groups according to learner type based on Flemings's VARK questionnaire. The participants underwent 12 weeks of explicit reading strategy instruction and took a post-test to determine the immediate effects of reading strategy training. Three months later, they took a delayed post-test to check the long-term effects of the training. The results of paired samples T-Test and ANOVA using SPSS indicated that there were significant differences in the pre-and post-test scores for all groups in all tests. The results of the post hoc analysis indicated that the auditory type showed the most and the visual type showed the least amount of improvement. The study thus suggests equipping students with appropriate reading strategies that are tailored to their perceived learning style in order to lead to better comprehension and subsequently more enjoyment when reading.
Descriptors: Reading Instruction, Reading Strategies, Reading Comprehension, Cognitive Style, English (Second Language), Second Language Instruction, Direct Instruction, Foreign Countries, Young Adults, Instructional Effectiveness
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran
Grant or Contract Numbers: N/A