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

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

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

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

“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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