چکیده:
interventions (SHR and CSR) on elementary adult EFL learners' reading
comprehension. To this end, the researchers selected 3 intact elementary
adult female classes including 90 learners based on their performance on
Iran Language Institute Placement Test (ILI) and randomly assigned them
as the control and experimental groups. Their homogeneity was assessed
based on a pre-test taken from the reading section of Key English Test
(KET) and 66 learners, that is, 22 in each class were selected as the
participants of the study. Later, the experimental groups were exposed to
one of the intended treatments, SHR or CSR, for ten sessions, while
the control group received only regular classroom reading instruction.
Finally, the learners were given the same KET test used in pre-test as the
post-test to measure their reading skill. The findings of one-way ANOVA
revealed that CSR group surpassed the other two groups and SHR group
outperformed the control group. The implications are discussed in terms of
the efficacy of CSR and SHR in enhancing EFL learners' reading
comprehension.
خلاصه ماشینی:
16 Abstract The purpose of this study was to investigate the effect of various reading interventions (SHR and CSR) on elementary adult EFL learners' reading comprehension.
To this end, the researchers selected 3 intact elementary adult female classes including 90 learners based on their performance on Iran Language Institute Placement Test (ILI) and randomly assigned them as the control and experimental groups.
Reutzel, Smith, and Fawson (2005) stated that early research on comprehension strategies included teaching one comprehension strategy to one group of students and then comparing it with a control group (Brown, Pressley, Van Meter, Schuder, 1996; Dole, Duffy, Roehler, Pearson, 1991; Pressley, Johnson, Symons, McGoldrick, Kurita, 1989).
Empirically, CSR has been applied in ESL and EFL educational contexts, and the results of studies have supported its positive effect on the improvement of students’ reading comprehension and content learning (Klingner, Vaughn, Schumm 1998; Klingner Vaughn, 2000; Standish, 2005; Wang, 2008).
Even though each of these techniques of teaching reading, CSR and SHR, has been investigated separately and their effects on different language skills have been examine, to the best knowledge of the researchers, no study in Iran has attempted to compare these two techniques and find out their effect on the reading comprehension of EFL learners.
1- Is there any significant difference between the effect of various reading interventions (SHR and CSR) on reading comprehension skill of Iranian elementary adult EFL learners?
Design This study employed a quasi-experimental design to examine the effect of various interventions, that is, SHR and CSR, on reading comprehension skill of Iranian elementary adult EFL learners.