Original Research

Extended strategy-use instruction to improve students’ reading proficiency in a content subject

Naomi A.Y. Boakye, Michal-Mare Linden
Reading & Writing | Vol 9, No 1 | a212 | DOI: https://doi.org/10.4102/rw.v9i1.212 | © 2018 Naomi A.N.Y Boakye, Michal-Marie Linden | This work is licensed under CC Attribution 4.0
Submitted: 23 August 2018 | Published: 03 December 2018

About the author(s)

Naomi A.Y. Boakye, Unit for Academic Literacy, University of Pretoria, South Africa
Michal-Mare Linden, Unit for Academic Literacy, University of Pretoria, South Africa


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Abstract

Background: Student reading challenges have been reported worldwide. In many classrooms around the world, teaching students appropriate strategy-use has been a technique used to improve comprehension and improve reading proficiency. However, strategy-use instruction per se may not produce holistic results.

Objectives: This article reports on an extended strategy-use instruction to improve students’ reading proficiency in a particular subject area. The technique of role-play, as well as an integration of affective strategies, was used to improve the cohort of first-year students’ reading of subject-specific texts.

Method: The intervention was conducted by way of tutorials. A questionnaire was used to elicit students’ views and opinions after the intervention. The responses were analysed using content analysis of emerging themes.

Results: Students reported benefiting from the intervention with respect to reading their assigned texts, as well as increased motivation.

Conclusion: It is recommended that strategy-use instruction include other innovative techniques such as role-play to improve students’ reading proficiency in a specific subject.


Keywords

affective techniques; cognitive techniques; innovative techniques; instructional techniques; reading strategies; role-play

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