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

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

Metrics

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Crossref Citations

1. Investigating English First Additional Language educators’ reading comprehension practices in selected schools in Gauteng, South Africa
Tilla Olifant, MP Cekiso, Naomi Boakye
South African Journal of Education  vol: 42  issue: 4  first page: 1  year: 2022  
doi: 10.15700/saje.v42n4a2094