Abstract
This study investigates the effects of strategy-based reading instruction on the reading comprehension and metacognitive reading strategy awareness of Pakistani Undergraduate Business Administration
students of a private sector university in Karachi, Pakistan. A quasi-experimental design was adopted and
two intact groups of students were assigned to a control group (31 students) and an experimental group (31
students). The reading comprehension levels and metacognitive reading strategy awareness of both the groups
were measured through a pre-test of reading comprehension and Survey of Reading Strategies (SORS) questionnaire. The control group was taught through teacher-centred traditional reading instruction, whereas
the experimental group was taught through strategy-based reading instruction for eight weeks through 2-
hour long weekly sessions. The experimental group was trained to use 30 reading strategies (18 Cognitive, 7
Metacognitive, 3 social/affective, and 2 Test-taking strategies) during the intervention following the Cognitive Academic Language Learning Approach and using Reciprocal Teaching Procedure Activities. At the end
of the reading intervention, the post-test on reading instruction and the measure of metacognitive reading
strategy awareness (SORS) were re-administered. The data were analysed through descriptive statistics, ttests, and ANOVA. The results revealed that the experimental group students had scored significantly higher
than the control group students on reading comprehension post-test and had also shown significantly higher
improvement in metacognitive reading strategy awareness than control group students The study recommends strategy-based reading instruction to be an effective option for teaching reading comprehension skills
at the university level in Pakistani universities and in the contexts which share similar characteristics.
Muhammad Younus, Imran Khan. (2017) The Effects of Strategy-based Reading Instruction on Reading Comprehension and Reading Strategy Use, Journal of Education & Social Sciences, Volume 5, Issue 2.
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