Another Perspective on Cognitive Reading Strategy Use: Efficient and Inefficient Readers
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Abstract
This research investigated cognitive reading strategies used among university students for both efficient and inefficient readers, in southern Thailand. The study was conducted at two government universities. The data were collected through two research instruments: questionnaires and interviews. The questionnaires were distributed to 377 university students in March 2015 and the semi-structured interviews were implemented with 20 students, 10 efficient and 10 inefficient readers, afterward to accompany the quantitative data. The results from the questionnaire were analyzed and presented based on their descriptive statistics. The results revealed the percentages of cognitive reading strategies used between the two reading groups, also an independent t-test to check if there was any significant difference between efficient and inefficient readers on their strategy use. Next, the quantitative data were accompanied with discussion and explanation from the interview data. The findings verified that efficient readers tend to employ more strategies than inefficient readers when they read. Nevertheless, both reading groups were found to lack the same strategy: summary writing, which is believed to be another important cognitive reading strategy that could enhance students’ reading comprehension. Therefore, this study urges the integration of reading strategies in the classroom as an intervention for students to understand and use with English readings texts.
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References
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