The Use of Reading Strategies by Struggling English Language Learners
Ermi Ruziyana Md. Nordin1, Azizah Rajab2, Faizah Mohamad Nor3, Norhiza Ismail4
1Ermi Ruziyana Md Nordin, School of Education, Faculty of Social Sciences and Humanity, Universiti Teknologi Malaysia.
2Azizah Rajab, Language Academy, Faculty of Social Sciences and Humanity, Universiti Teknologi Malaysia.
3Faizah Mohamad Nor, Language Academy, Faculty of Social Sciences and Humanity, Universiti Teknologi Malaysia.
4Norhiza Ismail, Language Academy, Faculty of Social Sciences and Humanity, Universiti Teknologi Malaysia.
Manuscript received on 25 November 2019 | Revised Manuscript received on 04 December 2019 | Manuscript Published on 10 December 2019 | PP: 685-688 | Volume-8 Issue-3S2 October 2019 | Retrieval Number: C12191083S219/2019©BEIESP | DOI: 10.35940/ijrte.C1219.1083S219
Open Access | Editorial and Publishing Policies | Cite | Mendeley | Indexing and Abstracting
© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Active readers use several approaches to comprehend what they read before, during, and after reading. These readers use their previous experience or information to reflect about the subject, guess the text meaning and apply their skimming and scanning skills to predict the overall meaning. However, for a struggling English language learner (ELL) applying this skill may pose as a real challenge especially when the text level becomes more difficult and they are interpreting unfamiliar texts. One of the factors that may contribute to this problem is the absence of reading strategies. Hence, in this study, five 12-years old ELLs from a School in Johor Bahru were involved to record their usage of reading strategies before and after the reading strategy instructions. The study incorporates the quantitative design and the data collected was analysed using SPSS 16. ELLs answered a set of questionnaires from an adapted survey of reading strategies (SORS) developed by Mokhtari & Reichard (2002). The findings showed that despites their struggling in reading, these learners were able to apply some reading strategies to help them in reading English texts and marked differences in the frequency of reading strategies used at the end of the reading instruction in comparison to the early stage of the study.
Keywords: English Language Learners (ELLs), Struggling Readers, Reading Strategies, ESL.
Scope of the Article: Social Sciences