Extended strategy-use instruction to improve students’ reading proficiency in a content subject
Reading & Writing
| Field | Value | |
| Title | Extended strategy-use instruction to improve students’ reading proficiency in a content subject | |
| Creator | Boakye, Naomi A.Y. Linden, Michal-Mare | |
| Description | Background: Student reading challenges have been reported worldwide. In many classrooms around the world, teaching students appropriate strategy-use has been a technique used to improve comprehension and improve reading proficiency. However, strategy-use instruction per se may not produce holistic results.Objectives: This article reports on an extended strategy-use instruction to improve students’ reading proficiency in a particular subject area. The technique of role-play, as well as an integration of affective strategies, was used to improve the cohort of first-year students’ reading of subject-specific texts.Method: The intervention was conducted by way of tutorials. A questionnaire was used to elicit students’ views and opinions after the intervention. The responses were analysed using content analysis of emerging themes.Results: Students reported benefiting from the intervention with respect to reading their assigned texts, as well as increased motivation.Conclusion: It is recommended that strategy-use instruction include other innovative techniques such as role-play to improve students’ reading proficiency in a specific subject. | |
| Publisher | AOSIS Publishing | |
| Date | 2018-12-03 | |
| Identifier | 10.4102/rw.v9i1.212 | |
| Source | Reading & Writing; Vol 9, No 1 (2018); 9 pages 2308-1422 2079-8245 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://rw.org.za/index.php/rw/article/view/212/486
https://rw.org.za/index.php/rw/article/view/212/485
https://rw.org.za/index.php/rw/article/view/212/487
https://rw.org.za/index.php/rw/article/view/212/484
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