Extending the Reading Performance of Low-Level Readers Through the Use of a Diagnostic Assessment Tool in Explicit Strategic Reading Instruction
Abstract
Explicit instruction of reading strategies has often been recommended to develop L2 or EFL learners with poor reading performance. This paper aims to examine how effective the approach is when it is combined with a diagnostic assessment tool, both on participants’ reading performance at literal and inferential levels, and participants’ attitudes towards reading. The experimental study involved two groups of 9 grade students in West Manggarai, East Nusa Tenggara who were identified as low-level readers. The findings reveal that while both control and experimental groups made significant progress in their reading performance, the experimental group yielded larger effect size than the control group. It is concluded that the use of diagnostic assessment tool was proven to be instrumental in extending the participants’ reading performance. Classroom implications and suggestions for future research are provided based on the aforementioned findings.
References
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Hu, H. Chao, M., & Nassaji, H. (2014). Lexical inferencing strategies: The case of successful versus less successful inferencers. System, 45(1), 27–38. https://doi.org/10.1016/j.system.2014.04.004
Ismaili, M. (2015). Teaching English in a Multilingual Setting. Procedia - Social and Behavioral Sciences, 199, 189–195. https://doi.org/10.1016/j.sbspro.2015.07.505
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Perfetti, CA.; Landi, N.; Oakhill, J. (2005). The Acquisition of Reading Comprehension Skill. In C. Snowling, M.J. & Hulme (Ed.), The Science of Reading: A handbook (pp. 227–247). https://doi.org/10.1002/9780470757642.ch13
Pierce, L. V. & O’Malley, J. M. (1992). Performance and Portfolio Assessment for Language Minority Students. Washington D.C.: National Clearing-house for Bilingual Education.
Snowling, M. J., & Hulme, C. (2011). Evidence-based interventions for reading and language difficulties: Creating a virtuous circle. British Journal of Educational Psychology, 81(1), 1–23. https://doi.org/10.1111/j.2044-8279.2010.02014.x
Uribe-Enciso, O. (2015). Improving EFL students’ performance in reading comprehension through explicit instruction in strategies. Rastros Rostros, 17(31), 37–52. https://doi.org/10.16925/RA.V17I31.1271
Williams, J. P. (2007). Literacy in the curriculum: Integrating Text Structure and Content Area Instruction. In D. S. McNamara (Ed.), Reading Comprehension Strategies: Theories, Intervention, and Technology. https://doi.org/10.4324/9780203810033
Basaraba, D., Yovanoff, P., Alonzo, J., & Tindal, G. (2013). Examining the structure of reading comprehension: Do literal, inferential, and evaluative comprehension truly exist? Reading and Writing, 26(3), 349–379. https://doi.org/10.1007/s11145-012-9372-9
Çetinavcı, B. M. (2014). Contextual Factors in Guessing Word Meaning from Context in a Foreign Language. Procedia - Social and Behavioral Sciences, 116(1999), 2670–2674. https://doi.org/10.1016/j.sbspro.2014.01.633
Coombe, C., Purmensky, K., & Davidson, P. (2012). Alternative assessment in language education. In S. Coombe, C., Davidson, P., O’Sullivan, B., & Stoynoff (Ed.), The Cambridge Guide to Second Language Assessment (p. 147). New York: Cambridge University Press.
Ellis, R. (2012). Language Teaching Research and Language Pedagogy. Sussex: John-Willey & Sons, Inc.
Grabe, W. (2014). Key Issues in L2 Reading Development. 4th CELC Symposium Proceedings, 8–18.
Grabe, W., & Stoller, F. L. (2013). Teaching and researching reading, second edition. In Teaching and Researching Reading, Second Edition (2nd ed.). https://doi.org/10.4324/9781315833743
Hasselgreen, A. (2012). Assessing Young Learners. In S. Coombe, C., Davidson, P., O’Sullivan, B., & Stoynoff (Ed.), The Cambridge Guide to Second Language Assessment. New York: Cambridge University Press.
Hu, H. Chao, M., & Nassaji, H. (2014). Lexical inferencing strategies: The case of successful versus less successful inferencers. System, 45(1), 27–38. https://doi.org/10.1016/j.system.2014.04.004
Ismaili, M. (2015). Teaching English in a Multilingual Setting. Procedia - Social and Behavioral Sciences, 199, 189–195. https://doi.org/10.1016/j.sbspro.2015.07.505
Lencioni, G. M. (2013). The Effects of Explicit Reading Strategy Instruction and Cooperative Learning on Reading Comprehension in Fourth Grade Students. The University of San Francisco.
OECD. (2016). Country note – results from PISA 2015: Indonesia. Oecd, 1–8. Retrieved from https://www.oecd.org/pisa/PISA-2015-Indonesia.pdf
OECD. (2019). PISA 2018 insights and interpretations. OECD Publishing, 64. Retrieved from https://www.oecd.org/pisa/PISA 2018 Insights and Interpretations FINAL PDF.pdf
Perfetti, CA.; Landi, N.; Oakhill, J. (2005). The Acquisition of Reading Comprehension Skill. In C. Snowling, M.J. & Hulme (Ed.), The Science of Reading: A handbook (pp. 227–247). https://doi.org/10.1002/9780470757642.ch13
Pierce, L. V. & O’Malley, J. M. (1992). Performance and Portfolio Assessment for Language Minority Students. Washington D.C.: National Clearing-house for Bilingual Education.
Snowling, M. J., & Hulme, C. (2011). Evidence-based interventions for reading and language difficulties: Creating a virtuous circle. British Journal of Educational Psychology, 81(1), 1–23. https://doi.org/10.1111/j.2044-8279.2010.02014.x
Uribe-Enciso, O. (2015). Improving EFL students’ performance in reading comprehension through explicit instruction in strategies. Rastros Rostros, 17(31), 37–52. https://doi.org/10.16925/RA.V17I31.1271
Williams, J. P. (2007). Literacy in the curriculum: Integrating Text Structure and Content Area Instruction. In D. S. McNamara (Ed.), Reading Comprehension Strategies: Theories, Intervention, and Technology. https://doi.org/10.4324/9780203810033
Published
2020-06-05
How to Cite
LUDJI, Indah Welasasih.
Extending the Reading Performance of Low-Level Readers Through the Use of a Diagnostic Assessment Tool in Explicit Strategic Reading Instruction.
Jurnal Lingua Idea, [S.l.], v. 11, n. 1, p. 16-29, june 2020.
ISSN 2580-1066.
Available at: <http://jos.unsoed.ac.id/index.php/jli/article/view/2645>. Date accessed: 19 apr. 2024.
doi: https://doi.org/10.20884/1.jli.2020.11.1.2645.
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Articles
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