A Modified Survey of Reading Strategies (SORS) - a Good Instrument to Assess Students’ Reading Strategy Use
Main Article Content
Abstract
Abstract: Reading comprehension is one of the most important factors in English language learning for all students because it provides the basis for a substantial amount of learning in education [1, 2]. Being aware of the importance of reading strategies and their impact on language learning researchers all over the world have taken a lot investigations into this field. This paper is an attempt to synthesize the most popular approaches to categorize reading strategies and proposes an effective instrument to assess students’ reading strategy use.
Article Details
Keywords
Keywords: Reading strategies, reading strategy classification, reading comprehension, readers.
References
[1] Alvermann, D., & Earle, J. (2003). Comprehension instruction. In A. P. Sweet & C. Snow (Eds.).Rethinking reading comprehension (pp. 12-30). New York: Guilford Press.
[2] Martin-Chang, S.Y., & Gould, O.N. (2008). Revisiting print exposure: Exploring differential links to vocabulary, comprehension and reading rate. Journal of Research in Reading, 31, 273–284.
[3] Alderson, C. (1984). Reading in a foreign language. United States of America, New York. Longman Inc.
[4] Mikulecky, B. S. & Beatrie (1990). A Short Course in Teaching Reading Skills. Longman.
[5] Erler, L., & Finkbeiner, C. (2007). A review of reading strategies: Focus on the impact of first language. In A. D. Cohen & E. Macaro (Eds.), Language learner strategies. Oxford, UK: Oxford University Press.
[6] Wallace, C. (1992). Reading. Oxford University Press.
[7] Block, E. (1986). The comprehension strategies of second language readers. TESOL Quarterly, 20(3), 463-494.
[8] Brantmeier, C. (2002). Second language reading strategy research at the secondary and university levels: Variations, disparities, and generalizability. The Reading Matrix, 2(3), 1–13.
[9] Koda, K. (2005). Insights into Second Language Reading: A Cross-linguistic Approach.. New York: Cambridge University Press.
[10] Afflerbach, P., Pearson, P., & Paris, S. (2008). Skills and strategies: their differences, their relationships and why it matters. In: Mokhtari, K., Sheorey, R. (Eds.), Reading Strategies of First- and Second-language Learners: See How They Read. Christopher-Gordon Publishers, Inc., Norwood, MA.
[11] O'Malley, J., & Chamot, A. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
[12] Oxford, R. L. (1990). Language Learning Strategies. What Every Teacher should know. Boston. Heinle & Heinle Publishers.
[13] Anderson, N. J. (1991). Individual differences in strategy use in second language reading and testing. Modern Language Journal, 75, 460-472.
[14] Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students’ awareness of reading strategies. Journal of Developmental Education, 25, 2-10.
[15] Chamot, A. U. (2005). Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics, 25, 112–130.
[16] Cohen, A. D. (2007). Coming to terms with language learner strategies: Surveying the experts. In A. D. Cohen & E. Macaro (Eds.), Language learner strategies: Thirty years of research and practice (pp. 29-46). Oxford, England: Oxford University Press.
[17] Oxford,R,.L. (2011). Teaching and researching language learning stratgies. Pearson.Harlow. UK.
[18] Hsiao, T.Y. & Oxford, R. L. (2002). Comparing theories of language learning strategies: A confirmatory factor analysis. Modern Language Journal, 86, 368–383.
[19] Brown, A.L., & Palinscar, A.S., (1984). Reciprocal Teaching of Comprehension Fostering and Comprehension- Monitoring Activities. Cognition and Instruction. 1(2),117-175.
[20] Anderson, R. C., Hiebert, E. F., Wilkinson, I. A. G., & Scott, J. (1985). Becoming a Nation of Readers. Champaign, Ill.: National Academy of Education and Center for the Study of Reading.
[21] Kaylani, C. (1996). The influence of gender and motivation on EFL learning strategy use in Jordan, in R. Oxford (Ed.). Language learning strategies around the world: Cross-cultural perspectives. University of Hawaii, Honolulu,
75-88.
[22] Mokhtari, K. & C. Reichard (2002).“Assessing students’ metacognitive awareness of reading strategies”. Journal of Educational Psychology 94: 249-259.
[23] Nambiar, R. (2009). Learning strategy research- where are we now? The Reading Matrix, 9(2), 132-149.
[24] Alsheikh, N. (2011). Three Readers, Three Languages, Three Texts: The Strategic Reading of Multilingual and Multiliterate Readers. The Reading Matrix, 11(1), 34-53.
[25] Monos, K. (2005). A study of the English Reading Strategies of Hungarian University Students with Implications for Reading Instruction in an Academic Context. University of Debrecen, Hungary.
[26] Nunnally & Burnstein (1994). Pschy Chometric Theory. 3rd Edition. McGraw Hill.
[27] Shapiro, S. S., & Wilk, M. B. (1965). An analysis of variance test for normality (complete samples). Biometrika, 591-611.
[28] Cramer, D., & Howitt, D. L. (2004). The Sage dictionary of statistics: a practical resource for students in the social sciences. Sage.
[29] Hair &ctg (1998). Multivarate Data Analysis. Prentice- Hall International.
[2] Martin-Chang, S.Y., & Gould, O.N. (2008). Revisiting print exposure: Exploring differential links to vocabulary, comprehension and reading rate. Journal of Research in Reading, 31, 273–284.
[3] Alderson, C. (1984). Reading in a foreign language. United States of America, New York. Longman Inc.
[4] Mikulecky, B. S. & Beatrie (1990). A Short Course in Teaching Reading Skills. Longman.
[5] Erler, L., & Finkbeiner, C. (2007). A review of reading strategies: Focus on the impact of first language. In A. D. Cohen & E. Macaro (Eds.), Language learner strategies. Oxford, UK: Oxford University Press.
[6] Wallace, C. (1992). Reading. Oxford University Press.
[7] Block, E. (1986). The comprehension strategies of second language readers. TESOL Quarterly, 20(3), 463-494.
[8] Brantmeier, C. (2002). Second language reading strategy research at the secondary and university levels: Variations, disparities, and generalizability. The Reading Matrix, 2(3), 1–13.
[9] Koda, K. (2005). Insights into Second Language Reading: A Cross-linguistic Approach.. New York: Cambridge University Press.
[10] Afflerbach, P., Pearson, P., & Paris, S. (2008). Skills and strategies: their differences, their relationships and why it matters. In: Mokhtari, K., Sheorey, R. (Eds.), Reading Strategies of First- and Second-language Learners: See How They Read. Christopher-Gordon Publishers, Inc., Norwood, MA.
[11] O'Malley, J., & Chamot, A. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
[12] Oxford, R. L. (1990). Language Learning Strategies. What Every Teacher should know. Boston. Heinle & Heinle Publishers.
[13] Anderson, N. J. (1991). Individual differences in strategy use in second language reading and testing. Modern Language Journal, 75, 460-472.
[14] Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students’ awareness of reading strategies. Journal of Developmental Education, 25, 2-10.
[15] Chamot, A. U. (2005). Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics, 25, 112–130.
[16] Cohen, A. D. (2007). Coming to terms with language learner strategies: Surveying the experts. In A. D. Cohen & E. Macaro (Eds.), Language learner strategies: Thirty years of research and practice (pp. 29-46). Oxford, England: Oxford University Press.
[17] Oxford,R,.L. (2011). Teaching and researching language learning stratgies. Pearson.Harlow. UK.
[18] Hsiao, T.Y. & Oxford, R. L. (2002). Comparing theories of language learning strategies: A confirmatory factor analysis. Modern Language Journal, 86, 368–383.
[19] Brown, A.L., & Palinscar, A.S., (1984). Reciprocal Teaching of Comprehension Fostering and Comprehension- Monitoring Activities. Cognition and Instruction. 1(2),117-175.
[20] Anderson, R. C., Hiebert, E. F., Wilkinson, I. A. G., & Scott, J. (1985). Becoming a Nation of Readers. Champaign, Ill.: National Academy of Education and Center for the Study of Reading.
[21] Kaylani, C. (1996). The influence of gender and motivation on EFL learning strategy use in Jordan, in R. Oxford (Ed.). Language learning strategies around the world: Cross-cultural perspectives. University of Hawaii, Honolulu,
75-88.
[22] Mokhtari, K. & C. Reichard (2002).“Assessing students’ metacognitive awareness of reading strategies”. Journal of Educational Psychology 94: 249-259.
[23] Nambiar, R. (2009). Learning strategy research- where are we now? The Reading Matrix, 9(2), 132-149.
[24] Alsheikh, N. (2011). Three Readers, Three Languages, Three Texts: The Strategic Reading of Multilingual and Multiliterate Readers. The Reading Matrix, 11(1), 34-53.
[25] Monos, K. (2005). A study of the English Reading Strategies of Hungarian University Students with Implications for Reading Instruction in an Academic Context. University of Debrecen, Hungary.
[26] Nunnally & Burnstein (1994). Pschy Chometric Theory. 3rd Edition. McGraw Hill.
[27] Shapiro, S. S., & Wilk, M. B. (1965). An analysis of variance test for normality (complete samples). Biometrika, 591-611.
[28] Cramer, D., & Howitt, D. L. (2004). The Sage dictionary of statistics: a practical resource for students in the social sciences. Sage.
[29] Hair &ctg (1998). Multivarate Data Analysis. Prentice- Hall International.