Cognitive strategies for developing students’ reading comprehension skills using short stories
DOI:
https://doi.org/10.21703/0718-5162.v20.n43.2021.014Resumo
This paper highlights the importance of implementing cognitive strategies to improve reading comprehension skills in a second language. The study was carried out in a public school located in Cajica, Cundinamarca. An initial needs analysis indicated that the participants did not enjoy reading due to their lack of knowledge about reading strategies. Therefore, the aim of this study was to determine how five cognitive reading strategies (CRSs) could facilitate students’ reading comprehension of forty students of ninth- grade using short stories. Five cognitive strategies were selected: (predicting, asking questions before reading, visualizing while reading, summarizing the story by using graphic organizers, reading and answering comprehension questions after reading). The data collection methods in this qualitative research were: a blog, two questionnaires and artifacts collected in a student portfolio.
The findings of this study showed that making predictions and questioning help readers to activate previous knowledge. The use of graphic organizers helped learners to facilitate the understanding of the main ideas and the acquisition of vocabulary. In addition, the visualization strategy facilitates reading comprehension as readers create mental images and construct meaning from the text. Finally, answering comprehension questions increase their motivation towards reading. Additionally, the results of this study might provide ideas for other English, Foreign Language teachers who are interested in improving their students' reading comprehension skills.
Key words: Comprehension, cognitive processes, short stories, reading, skills. (Source: Unesco Thesaurus).
Downloads
Referências
Azizifar, A., Roshani, S., Gowhary, H., & Jamalinesari, A. (2015). The Effect of Pre-reading Activities on the Reading Comprehension Performance of Ilami High School Students. Procedia - Social and Behavioral Sciences, 192(June 2015), 188–194. https://doi.org/10.1016/j.sbspro.2015.06.027
Battigelli, C. V. (2015). Estrategias de comprensión lectora en el marco de una metodología cognitiva para la enseñanza del inglés como lengua extranjera. Universidad Del Zulia & Universidad de Córdoba.
Cassata, C. (2016). Strategies for Struggling Readers to Increase Reading Comprehension in Fourth Graders. Education Masters. Paper 321
Ceylan, N. O. (2016). Using Short Stories in Reading Skills Class. Procedia - Social and Behavioral Sciences. https://doi.org/10.1016/j.sbspro.2016.10.027
Corbin, J., & Strauss, A. (2012). Basics of Qualitative Research (3rd ed.): Techniques and Procedures for Developing Grounded Theory. In Basics of Qualitative Research (3rd ed.): Techniques and Procedures for Developing Grounded Theory. https://doi.org/10.4135/9781452230153
Dahle, C. (2017). The Effect of Visualization Intervention on Sixth-Grade Special Education Students’ Reading Comprehension. Goucher College.
Fayazi-Nasab, E. (2016). Relationship between Multiple Intelligence, Reading Proficiency, and Implementing Motivational Strategies: A Study of Iranian Secondary Students. International Journal of Education and Literacy Studies, 4(3). https://doi.org/10.7575/aiac.ijels.v.4n.3p.34
Gardner, M., Berant, J., Hajishirzi, H., Talmor, A., & Min, S. (2019). On Making Reading Comprehension More Comprehensive. https://doi.org/10.18653/v1/d19-5815
Ghazanfari, M. (2009). the Role of Visualization in Efl Learners’ Reading Comprehension and Recall of Short Stories. International Journal of Advance Life Science, January 2009, 1–23.
González, J. (2017). The Impact of Scanning Reading Strategy in Young EFL Learners’ Reading Comprehension (Master’s Thesis). Fundación Universidad del Norte, Colombia.
Gormley, K., & McDermott, P. (2015). Searching for Evidence—Teaching Students to Become Effective Readers by Visualizing Information in Texts. The Clearing House: A Journal of Educational Strategies, Issues and Ideas. https://doi.org/10.1080/00098655.2015.1074878
Grabe, W. (2009). Reading in a Second Language Moving from Theory to Practice. Reading in a Second Language: Moving from Theory to Practice.
Graves, M. F. (2016). The Vocabulary Book Learning and Instruction (Hawker Bro).
Hernández-Sampieri, R., Fernandez Collado, C., & Baptista Lucio, M. del P. (2013). Metodología de la Investigación Sexta Edicion. In McGRaw Hill.
Israel, S. E. (2014). Handbook of Research on Reading Comprehension. Handbook of Research on Reading Comprehension. https://doi.org/10.4324/9781315759609
Joseph, L. M., Alber-Morgan, S., Cullen, J., & Rouse, C. (2016). The Effects of Self-Questioning on Reading Comprehension: A Literature Review. Reading and Writing Quarterly. https://doi.org/10.1080/10573569.2014.891449
Marshall, C., & Rossman, G. B. (1999). Designing qualitative research. 3rd edition. In Thousand Oaks.
Marzuki, A. G., Alim, N., & Wekke, I. S. (2018). Improving the reading comprehension through cognitive reading strategies in language class of coastal area in indonesia. IOP Conference Series: Earth and Environmental Science. https://doi.org/10.1088/1755-1315/156/1/012050
McNamara, D. S. (2009). The importance of teaching reading strategies. Perspectives on Language and Literacy.
Mineducación. (2006). Guia 22, Estándares Básicos de competencias en Lenguas Extranjeras: Inglés, El reto! Colombia Aprende.
Muijselaar, M. M. L., Swart, N. M., Steenbeek-Planting, E. G., Droop, M., Verhoeven, L., & de Jong, P. F. (2017). Developmental Relations Between Reading Comprehension and Reading Strategies. Scientific Studies of Reading. https://doi.org/10.1080/10888438.2017.1278763
Ospina, C. (2019). Design of a pedagogical proposal to promote the reading comprehension by using metacognitive strategies in tenth grade students at Gimnasio Jaibaná school, in Piedecuesta, Santander Colombia. Universidad Santo Tomás.
Pathan, M., & Al-Dersi, Z. (2013). Investigating the role of short-stories in overcoming the problems faced by the Libyan EFL learners in reading comprehension skill. An International Journal in English.
Pérez, S. (2015). Estrategias cognitivas y metacognitivas para la comprensión lectora. Universidad Distrital Francisco José de Caldas.
Ramos, M. L. M. (2018). The Impact of Strategy-Based Workshops on Tenth Graders Reading Comprehension [Universidad Externado de Colombia]. https://bdigital.uexternado.edu.co/bitstream/001/1300/1/CBA-Spa-2018-The_impact_of_strategy_based_workshops_on_tenth_graders_reading_comprehension_Trabajo.pdf
Raslie, H., Mikeng, D., & Ting, S.-H. (2015). Reciprocal Teaching and Comprehension of Struggling Readers. International Journal of Education. https://doi.org/10.5296/ije.v7i1.7027
Restrepo Gómez, Ph. D., B. (2006). La Investigación-Acción Pedagógica, variante de la Investigación-Acción Educativa que se viene validando en Colombia. Revista de la Universidad de La Salle, (42), 92-101
Schultz, J. M. (2011). Reading in a Second Language: Moving from Theory to Practice by Grabe, William. The Modern Language Journal. https://doi.org/10.1111/j.1540-4781.2011.01151.x
Soto, C., Gutiérrez de Blume, A. P., Jacovina, M., McNamara, D., Benson, N., Riffo, B., & Kruk, R. (2019). Reading comprehension and metacognition: The importance of inferential skills. Cogent Education. https://doi.org/10.1080/2331186X.2019.1565067
Suyitno, I. (2017). Cognitive Strategies Use in Reading Comprehension and Its Contributions to Students’ Achievement. IAFOR Journal of Education.
Vargas Vásquez, J. M., & Zúñiga Coudin, R. (2018). Graphic organizers as a teaching strategy for improved comprehension of argumentative texts in English. Actualidades Investigativas En Educación. https://doi.org/10.15517/aie.v18i2.33028
Will, J. (2018). " Visualization Techniques To Support Students ’ Reading Comprehension ".
Yuan, X., Côté, M. A., Fu, J., Lin, Z., Pal, C., Bengio, Y., & Trischler, A. (2020). Interactive language learning by question answering. EMNLP-IJCNLP 2019 - 2019 Conference on Empirical Methods in Natural Language Processing and 9th International Joint Conference on Natural Language Processing, Proceedings of the Conference. https://doi.org/10.18653/v1/d19-1280
