Types and sequences of self‐regulated reading of low‐achieving adolescents in relation to reading task achievement

Abstract

This study examines the relationship between types and sequences of selfregulated reading activities in task-oriented reading with quality of task achievement of 51 low-achieving adolescents (Grade 8). The study used think aloud combined with video observations to analyse the students' approach of a content-area reading task in the stages of orientation, text reading and answering questions. Results show that in general these low-achieving adolescents are infrequently monitoring their text comprehension or making connections with prior knowledge. Nevertheless, important differences are found between types and sequences of self-regulated reading activities related to task achievement. The low-achieving adolescents showing a straightforward linear approach to the task (orientation, reading of the whole text and finally answering of questions) yielded more success. In addition, readers demonstrating more activities directed at connections between text contents and prior knowledge during reading showed better task achievement. Implications of these findings for literacy education of this special group of adolescents are discussed.Reading comprehension is an important factor for academic and professional success and a requirement for participation in the information society. Although many adolescents acquire sufficient competence in reading comprehension without much difficulty, various studies have shown that a substantial part of the adolescent student population struggles with reading comprehension and performs below the levels required by the school curriculum (Alliance for Excellent

The relationship between FL reading strategies and FL reading proficiency: A study on Turkish EFL learners

“…One of the students in the study stated that the instrument used in the study, SORS, was beneficial for her to become aware of the types of strategies to be used while reading academic materials. In addition to administering these kinds of instruments, self-regulated reading activities and strategy tips can be provided to learners in order to create awareness for employment of effective and appropriate strategies (de Milliano et al, 2014). Martinez (2008) pinpoints that if students are not aware of their own FL reading strategies, they cannot adopt effective strategies to deal with target language texts.…”

“…While reading in the target language, FL learners use strategies to increase reading comprehension when they lack proficiency in reading (Mokhtari and Sheorey, 2002;Magogwe, 2013). Performance on a reading task or test may be an indicator of using effective and appropriate strategies (Phakiti, 2003;de Milliano et al, 2014) whereas learners who do well on general reading performance tests may fail to use effective reading strategies when they are reading academic materials (Mokhtari and Sheorey, 2002). Similarly, higher proficiency in a foreign language may not always be equal to effective strategy use and reading comprehension (Li and Munby, 1996).…”

Teaching reading strategies in classrooms: does it work?

“…In addition, we have to consider the fact that our students were low-achievers and therefore may need much more guidance in group work than higher achieving students. Moreover, our students may need more support in comprehension monitoring as studies have shown that low-achievers are not used to making inferences and practicing other types of deeper comprehension processes (Oakhill & Cain, 2007;Rapp, Van den Broek, McMaster et al, 2007;De Milliano, Van Gelderen, Sleegers, 2014). Our own classroom observations of the treatment teachers do, suggest that the majority of them indeed experienced serious problems with group work guidance, resulting in insufficient collaborative practice in reading strategies in the whole-classroom settings.…”

“…In addition, we have to consider the fact that our students were low-achievers and therefore may have needed much more guidance in group work than higher achieving students. Our students have to be supported in comprehension monitoring, because many of them are not used making inferences and practicing other types of deeper comprehension processes (Oakhill & Cain, 2007;Rapp, Van den Broek, McMaster et al, 2007;De Milliano, Van Gelderen, Sleegers, 2014).…”

“…In the case of reading comprehension, self-regulatory skills are important, for example, in knowing which reading strategy to apply or monitoring one's comprehension during reading. There is evidence that self-regulatory skills applied in reading tasks may determine low-achieving students' reading comprehension (De Milliano, Van Gelderen & Sleegers, 2016). Thus, the application of reading strategies (in the context of an intervention) may also be dependent on the level of self-regulatory skills of students.…”