READING

Reading and Using Academic Texts

Reading and Using Academic Texts

Introduction

This study examines three main reading strategies including instruction on self-efficacy, interest, and comprehension by 4th-graders from at-risk environments. Previous research indicates that reading strategy instruction can improve reading comprehension; however, few studies have examined the link between strategy instruction and self-efficacy and interest in using reading strategies. Students participated in reading strategy instruction and activities over a two-week period. Hartshorne (2006, pp.7-11) measured self-efficacy, interest, and comprehension before and after the strategy instruction. As predicted, self-efficacy and interest increased while comprehension remained stable. Results suggest that explicit strategy instruction and practice can be integrated with existing classroom curriculum and can influence student motivation in a relatively short period of time. Suggestions are provided for strategy instruction. (Healy 1994, 66-78)

Learning to read is an effortful, long-term process that requires sustained motivation on the part of the reader. Reading strategy instruction is one way to promote motivation. Previous research indicates that reading strategy instruction creates more positive attitudes about reading and can improve achievement (Hartshorne 2006, 8-14). The purpose of this study was two-fold. First, we examined the effect of learning strategy instruction on self-efficacy and interest in the use of reading strategies. A learning strategy is an activity performed during learning aimed at accomplishing a learning goal (Healy 1994, 66-78). Previous research indicates that strategy instruction increases self-efficacy and interest (Hartshorne 2006, 9-14); however, there has been limited research examining the effect of reading strategy instruction on self-efficacy and interest in the use of reading strategies. Explicit reading strategy instruction was provided to elementary students. Second, we explored a practical instructional design sequence that a teacher could integrate into existing curriculum for a population at-risk.

Healy's (1994) study was exploratory in nature and sought to address both of these purposes to provide direction for future studies. While acquisition and proficient use of reading strategies is the eventual goal of any strategy intervention, the focus of Healy's research was specifically on self-efficacy and interest in using reading strategies rather than an intensive program in strategy acquisition. Knowledge of strategies can potentially increase self-efficacy and interest in using strategies. Having self-efficacy and interest along with knowledge of strategies can provide students with the "will" and the "ways" when encountering challenging tasks.

Quotations

"With substantial numbers of children starting school with either persistent and transient communication difficulties, the need for a workforce skilled in supporting their development is crucial, both at pre-school and school phases of education". (Hartshorne 2006, p.5) On the other side, Healy (1994) suggested that "children are learning through pictures" (p. 56), they seem to acquire a set of mental operations that make up a self-extending system for reading and writing. These 'individualised' systems contain specific reading strategies that young readers use to gain meaning and understanding as they read. In this sense, a reading strategy can be defined as a procedure that aids the reader to gain information, from both pictorial, text and structural cues. "Communication rich environments can also help children with more persistent ...