Open AccessThe Use of Reading Strategies by Struggling English Language Learners
Author(s) -
Ermi Ruziyana,
Muhammad Afandi Mohamad Nordin,
Azizah Rajab,
Faizah Mohamad Nor,
Norhiza Ismail
Publication year - 2019
Publication title -
international journal of recent technology and engineering
Language(s) - English
Resource type - Journals
ISSN - 2277-3878
DOI - 10.35940/ijrte.c1219.1083s219
Subject(s) - reading (process) , meaning (existential) , ell , set (abstract data type) , mathematics education , computer science , psychology , linguistics , vocabulary development , philosophy , psychotherapist , programming language
Active readers use several approaches to comprehend what they read before, during, and after reading. These readers use their previous experience or information to reflect about the subject, guess the text meaning and apply their skimming and scanning skills to predict the overall meaning. However, for a struggling English language learner (ELL) applying this skill may pose as a real challenge especially when the text level becomes more difficult and they are interpreting unfamiliar texts. One of the factors that may contribute to this problem is the absence of reading strategies. Hence, in this study, five 12-years old ELLs from a School in Johor Bahru were involved to record their usage of reading strategies before and after the reading strategy instructions. The study incorporates the quantitative design and the data collected was analysed using SPSS 16. ELLs answered a set of questionnaires from an adapted survey of reading strategies (SORS) developed by Mokhtari & Reichard (2002). The findings showed that despites their struggling in reading, these learners were able to apply some reading strategies to help them in reading English texts and marked differences in the frequency of reading strategies used at the end of the reading instruction in comparison to the early stage of the study.