Extended strategy-use instruction to improve students’ reading proficiency in a content subject

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 r...

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Bibliographic Details
Published inReading & Writing Vol. 9; no. 1; pp. 1 - 9
Main Authors Boakye, Naomi A.Y., Linden, Michal-Mare
Format Journal Article
LanguageEnglish
Published Cape Town AOSIS 2018
African Online Scientific Information Systems (Pty) Ltd t/a AOSIS
AOSIS (Pty) Ltd
AOSIS Publishing on behalf of the Literacy Association of South Africa (LITASA)
Subjects
affective techniques
Attitudes
Classroom techniques
cognitive techniques
Content analysis
Grade 4
Humanities, Multidisciplinary
innovative techniques
instructional techniques
Learning
Methods
Questionnaires
Reading comprehension
Reading Instruction
Reading Materials
Reading Skills
Reading Strategies
Role playing
role-play
Social Sciences, Interdisciplinary
Students
Studies
Teaching
South Africa
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Summary: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.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:2079-8245
2308-1422
2308-1422
DOI:10.4102/rw.v9i1.212