Chia li chen 9922604 2011.3.2
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The reading strategies used by male and female English language learners: A study of Colombian high school students
Presenter : Chia- Li Sabina ChenInstructor : Dr. Pi-Ying Teresa Hsu Date : March 2, 2011
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CitationAlex, P. (2010). The reading strategies used by
male and female English language learners: A
study of Colombian high school students. New
England Reading Association Journal 46 (1), 55-63.
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ContentsIntroductionReview of LiteratureMethodologyResultsDiscussionsConclusionsReflections
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Contents
Introduction
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Introduction
Colombia is one of the countries in which English is widely studied as a foreign language.
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IntroductionColombian government has promoted a goal of
having all high school graduates passed a level of English
proficiency to economically and culturally compete on a global
level.
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IntroductionReading proficiency will be one of skills of such a goal and is necessary if students want to study and work in English-speaking environment.
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Contents
Review of Literature
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Review of literatureReading strategies and English language literacy
development
English language learners (ELLs) who used reading strategies frequently had a higher reading proficiency than others who did not use more reading strategies (Lee & Liao, 2007 ; Sheorey, Kamimura & Freiermuth, 2008 ; Sheorey & Baboczky, 2008 ; Zhang & Wu, 2009).
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Review of literatureReading strategies and gender
Most studies showed that females use more strategies than males (Poole, 2005a ; Sheorey, 2006 ; Sheorey & Baboczky , 2008 ; Poole, 2009).
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Research purpose--to discover whether or not both male and female Colombian high school students are nearing the goal of advanced English language literacy
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Research questions1. What academic reading strategies do
Colombian high school English language learners report using?
2. Do males and females report using different academic reading strategies?
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Contents
Methodology
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Methodology
Three private Colombian high schools in Bogota
middle to low-income families
Ages: 12 to 18
Grades: 8 to 11
English class: 3 to 5 hours per week
Male: 103Female: 96
Participants: 199 Colombian ELLs
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Methodology
Reading academic materials in English --3.23 hours a week
Reading academic materials in English -- 3.48 hours a week
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MethodologyInstruments
Survey of Reading strategies (SORS)
global strategies
(13items)
problem-solving strategies
(8 items)
support strategies
(9 items)
Descriptive statisticst-tests
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MethodologyFive-point Likert scale
3.5 or above frequent strategy
use2.5 to 3.4
moderate strategy use
2.4 or belowinfrequent strategy
use
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MethodologyExamples
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global strategiesLearners plan how to read and manage their
comprehension. GLOB 1 I have a purpose in mind when I read.GLOB 3 I think about what I know to help me understand what I read.GLOB 4 I take an overall view of the text to see what it is about before
reading it. GLOB 6 I think about whether the content of the text fits my reading
purpose.GLOB 8 I review the text first by noting its characteristics like length and
organization. GLOB 12 When reading, I decide what to read closely and what to ignore.GLOB 15 I use tables, figures, and pictures in text to increase my
understanding.GLOB 17 I use context clues to help me better understand what I am reading.GLOB 20 I use typographical features like bold face and italics to identify key
information.GLOB 21 I critically analyze and evaluate the information presented in the
text. GLOB 23 I check my understanding when I come across new information.GLOB 24 I try to guess what the content of the text is about when I read.GLOB 27 I check to see if my guesses about the text are right or wrong.
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problem-solving strategiesLearners use when reading to make difficult portions of a text comprehensible such as rereading difficult passages and guessing the meaning of vocabulary items. PROB 7 I read slowly and carefully to make sure I understand what I
am reading.PROB 9 I try to get back on track when I lose concentration.PROB 11
I adjust my reading speed according to what I am reading.
PROB 14
When text becomes difficult, I pay closer attention to what I am reading.
PROB 16
I stop from time to time and think and think about what I am reading.
PROB 19
I try to picture or visualize information to help remember what I read.
PROB 25
When text becomes difficult, I re-read it to increase my understanding.
PROB 28
When I read, I guess the meaning of unknown words or phrases. 20
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support strategiesLearners use to understand text such as bilingual dictionaries and underlining key words and
sentences. SUP 2 I take notes while reading to help me understand what I read.SUP 5 When text becomes difficult, I read aloud to help me
understand what I read.SUP 10 I underline or circle information in the text to help me
remember it. SUP 13 I use reference materials (e.g., a dictionary) to help me
understand what I read.SUP 18 I paraphrase (restate ideas in my own words) to better
understand what I read. SUP 22 I go back and forth in the text to find relationship among ideas
in it. SUP26 I ask myself questions I like to have answered in the text.SUP 29 When reading, I translate from English into my native
language.SUP 30 When reading, I think about information in both English and my
mother tongue. 21
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Contents
Results
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ResultsWhat academic reading strategies do Colombian high school English language learners report using?
Table 1.Strategies Used by Colombian ELLs in Ascending Order
Strategy Mean1. PROB 7 I read slowly and carefully to make sure I understand what I am reading. 4.052. PROB 9 I try to get back on track when I lose concentration. 3.943. PROB 14 When text becomes difficult, I pay closer attention to what I am reading. 3.934. PROB 25 When text becomes difficult, I re-read it to increase my understanding. 3.905. GLOB 3 I think about what I know to help me understand what I read. 3.836. SUP 29 When reading, I translate from English into my native language. 3.757. SUP 13 I use reference materials (e.g., a dictionary) to help me understand what I read. 3.758. SUP 18 I paraphrase (restate ideas in my own words) to better understand what I read. 3.659. GLOB 4 I take an overall view of the text to see what it is about before reading it. 3.6410. GLOB 23 I check my understanding when I come across new information. 3.5811. GLOB 1 I have a purpose in mind when I read. 3.5712. SUP 30 When reading, I think about information in both English and my mother tongue. 3.5413. GLOB 8 I review the text first by noting its characteristics like length and organization. 3.4114. GLOB 15 I use tables, figures, and pictures in text to increase my understanding. 3.2915. PROB 11 I adjust my reading speed according to what I am reading. 3.2816. PROB 16 I stop from time to time and think and think about what I am reading. 3.2517. SUP26 I ask myself questions I like to have answered in the text. 3.1818. GLOB 27 I check to see if my guesses about the text are right or wrong. 3.1519. GLOB 21 I critically analyze and evaluate the information presented in the text. 3.1320. SUP 22 I go back and forth in the text to find relationship among ideas in it. 3.1221. GLOB 17 I use context clues to help me better understand what I am reading. 3.1022. GLOB 6 I think about whether the content of the text fits my reading purpose. 3.0723. PROB 19 I try to picture or visualize information to help remember what I read. 3.0624. GLOB 24 I try to guess what the content of the text is about when I read. 2.9425. SUP 5 When text becomes difficult, I read aloud to help me understand what I read. 2.9026. SUP 2 I take notes while reading to help me understand what I read. 2.8927. PROB 28 When I read, I guess the meaning of unknown words or phrases. 2.8828. GLOB 20 I use typographical features like bold face and italics to identify key information. 2.8329. GLOB 12 When reading, I decide what to read closely and what to ignore. 2.8030. SUP 10 I underline or circle information in the text to help me remember it. 2.79
OVERALL MEAN 3.35GLOBAL 3.26PROBLEM-SOLVING 3.54SUPPORT 3.30
OVERALL MEAN 3.35GLOBAL 3.26PROBLEM-SOLVING 3.54SUPPORT 3.30
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ResultsDo males and females report using different academic reading strategies?
Table 2.Differences in Online Strategy Use by Gender
Strategy Male (n=103)(M)
Female (n=96)(M)
t p-value
1. GLOB Purpose when reading 3.34 3.82 -3.04 .003 *2. SUP Taking notes 2.62 3.18 -2.96 .003 *3. GLOB Using prior knowledge 3.67 4.00 -2.00 .047 *4. GLOB Previewing text before reading 3.50 3.78 -1.62 .1085. SUP Reading aloud when text becomes difficult 2.52 3.31 -3.97 .000 *6. GLOB Checking how text content fits purpose 2.99 3.16 -.98 .3277. PROB Reading slowly and carefully 3.89 4.22 -2.15 .033 *8. GLOB Noting text characteristics 3.21 3.61 -2.17 .031 *9. PROB Try to stay focused on reading 3.87 4.01 -.86 .39010. SUP Circle or underline information 2.44 3.18 -3.96 .000 *11. PROB Adjusting reading rate 3.22 3.34 -.70 .48812. GLOB Determining what to read 2.70 2.91 -1.17 .24613. SUP Using reference materials 3.58 3.93 -1.82 .07014. PROB Paying close attention to reading 3.87 4.00 -.78 .43715. GLOB Using text features (e.g. tables) 3.17 3.43 -1.39 .16516. PROB Pausing and thinking about reading 3.09 3.43 -2.02 .047 *17. GLOB Using context clues 3.14 3.05 .47 .63718. SUP Paraphrasing for better understanding 3.42 3.90 -3.06 .003 *19. PROB Visualizing information read 3.06 3.06 -.02 .98220. GLOB Using typographical aids (e.g. italics) 2.74 2.94 -1.05 .29821. GLOB Evaluating what is read 3.05 3.22 -1.03 .30222. SUP Going back and forth in text 3.07 3.18 -.60 .55123. GLOB Check understanding of new information 3.47 3.71 -1.46 .14724. GLOB Predicting or guessing text meaning 2.82 3.07 -1.40 .16425. PROB Re-reading for better understanding 3.85 3.95 -.61 .54426. SUP Asking oneself questions 3.10 3.26 -.98 .33327. GLOB Confirming predictions 3.05 3.26 -1.06 .28928. PROB Guessing meaning of unknown words 2.75 3.03 -1.50 .13529. SUP Translating into native language 3.62 3.89 -1.39 .16830. SUP Thinking in English and native language 3.66 3.41 1.35 .180
OVERALL MEAN 3.23 3.47 -3.05 .003 *GLOBAL 3.14 3.38 -2.62 .009 *SUPPORT 3.12 3.47 -3.52 .001 *PROBLEM-SOLVING 3.45 3.63 -1.93 .054 24
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Contents
Discussions
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DiscussionsColombian ELLs’ use of reading strategies
ELLs were moderately active strategy users when reading in English.
Problem-solving strategies were used with high frequency.
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DiscussionsGender differences in reading strategy
use
Females are more proficient readers. They had studied English and read academic materials for more than males.
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RecommendationsTeaching reading strategies to ELLs using the
SORS
Teachers can use SORS to assess students’ strategy use and teach specific strategies.
SORS can be a pre-test to determine what strategies students lack awareness of or overuse.
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Discussions
SORS can be used to assess the types of strategies learners use when they read specific genres.
SORS can be a post-test to assess the effectiveness of instruction.
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Contents
Conclusions
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Conclusions ELLs are moderate strategy users overall.
English teachers can set aside time to teach strategies in order for their students to become advanced readers.
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Contents
Reflections
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Reflections
The research did not clearly propose
the purpose.
The research did not mention about when the survey started and how long was it.
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Reflections
The research did not mention about
reliability of the scale (SORS).
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Reflections
It may promote the reliability if the
pilot study was conducted before the
formal survey. 35
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“The most important 30
minutes of your day…
is spent reading to
yourself, your children,
or your students.” Thanks for your listening!
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