The Effects of Control for Ability Level on EFL Reading of Graded Readers

Autor/in	Wan-a-rom, Udorn
Titel	The Effects of Control for Ability Level on EFL Reading of Graded Readers
Quelle	In: English Language Teaching, 5 (2012) 1, S.49-60 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Second Language Learning; Basal Reading; Reading Materials; High School Students; Semi Structured Interviews; Student Journals; Questionnaires; Reading Strategies; Reading Comprehension; Student Attitudes; Student Motivation; Reading Programs; Reading Ability; Vocabulary Development; Observation; Qualitative Research; Thailand + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Lesetraining; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Studentenzeitung; Fragebogen; Reading strategy; Leselernstufe; Lesetechnik; Leseverstehen; Schülerverhalten; Schulische Motivation; Reading competence; Lesekompetenz; Wortschatzarbeit; Beobachtung; Qualitative Forschung
Abstract	The study was aimed to examine how EFL learners of English reacted to graded readers in terms of reading strategy use, comprehension, speed, and attitude as well as motivation when control for ability level was determined. Eighty Thai high school students placed into their own reading level of graded readers by the scores gained from the graded reading-vocabulary size test (Wan-a-rom, 2010) participated in a six-week-extensive reading project. Through observations, semi-structured interviews, book journals, and post-reading questionnaires, it was found that both male and female participants increased the use of strategies. When moving through other graded readers at the same level the numbers of strategies utilized by males and females were different at the 0.05 level of significance and the time spent on reading decreased on average. Evidently, comprehension, attitude and motivation were cultivated. Interesting information about students' interaction with graded readers was found and discussed for pedagogical practice. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01