Using Reader Profiles as Snapshots to Investigate Students' Reading Performance

Dinsmore, Daniel L.; Fox, Emily B.; Parkinson, Meghan M.; Bilgili, Devrim

doi:10.1080/00220973.2017.1421519

Cited by 6 publications

(2 citation statements)

References 67 publications

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“…Several authors have emphasised the significance of reading profiles in the EFAL classroom. Dinsmore et al (2019), for example, believe that multidimensional reader profiles can best capture explanatory patterns regarding situational differences in reading comprehension performance. Such profiles, according to these authors, attempt to identify key reader characteristics that interact with reading performance.…”

Section: Learner Reading Profilesmentioning

confidence: 99%

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Profiling reading strategies used by Grade 10 English First Additional Language learners in two selected high schools in KwaZulu-Natal

Meyiwa

2024

Literator

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In order to address learners’ reading difficulties, several researchers recommend the development of their reading profiles. To this end, South Africa is no exception. Many South African based researchers are of the view that designing and analysing learners’ reading profiles should be seen as a wise move towards fixing South African learners’ reading challenges. The study sought to profile the reading strategies that Grade 10 English First Additional Language (EFAL) learners used more and least frequently. The idea was to make teachers aware of their learners’ strengths and weaknesses with regard to reading. The study was quantitative in nature and a survey design was followed. A reading strategies questionnaire was administered to 60 Grade 10 EFAL learners who were purposively selected from two high schools. The mean and standard deviation (SD) were calculated in order to assess the frequency of strategy used by the Grade 10 EFAL learners. The results indicated that before-reading and during-reading strategies were least frequently used by the learners. Moreover, the results showed that learners appeared to be using after-reading strategies more frequently. Recommendations are made that learners need to be made aware of the wide range of before-reading and after-reading strategies, along with how to use them during the process of reading.Contribution: The contribution of the study resides in the conclusion that teachers’ knowledge on how to develop and monitor learners’ reading profiles has the potential to improve learners’ reading proficiency.

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Section: Learner Reading Profilesmentioning

confidence: 99%

“…Several researchers advocate the creation of learners' reading profiles in an effort to address learners' reading difficulties in many countries around the world (Caner, Vural & Yalcin 2021;Dinsmore et al 2019;Holopainen, Hoang & Kofler 2020;Karlsson et al 2018;Mouzaki & Sideridis 2007). South Africa is no exception.…”

Section: Introductionmentioning

confidence: 99%