The effectiveness of metacognitive strategies in word recognition to improve reading comprehension of lower secondary ESL poor readers

<p>Throughout Malaysia, concern is growing among educators about the increasing number of poor readers of English in the secondary school and at tertiary level. It has been found that a large number of students do not know how to recognize an unfamiliar word during the reading process....

Full description

Saved in:

Bibliographic Details
Main Author:	Jayanthi Karupan
Format:	thesis
Language:	eng
Published:	2005
Subjects:
Online Access:	https://ir.upsi.edu.my/detailsg.php?det=11494
Tags:	Add Tag No Tags, Be the first to tag this record!

id	oai:ir.upsi.edu.my:11494
record_format	uketd_dc
spelling	oai:ir.upsi.edu.my:114942024-10-07 The effectiveness of metacognitive strategies in word recognition to improve reading comprehension of lower secondary ESL poor readers 2005 Jayanthi Karupan <p>Throughout Malaysia, concern is growing among educators about the increasing number of poor readers of English in the secondary school and at tertiary level. It has been found that a large number of students do not know how to recognize an unfamiliar word during the reading process. Thus, this inability hinders the comprehension of the readers, and eventually, these poor readers lose interest to read materials in the second language (L2). This study examined the effective methods to improve the word recognition skill among the poor readers. This study actually replicates the research done by Spedding and Chan (1991, 1993, 1994) experimenting on the Ll learners in Australia. The samples in this study are learners of English Second Language(ESL). In this study the experimental group was taught to use metacognitive strategies of word identification. These subjects were trained to use the orthographic clues and context clues to recognize unfamiliar words which they encountered in their reading comprehension texts. The subjects in the control group were taught using the traditional methods of word recognition. Pretestand posttest were given to the subjects using three comprehension texts. The results showed that the experimental group benefited from the training with significant improvement in their use of metacognitive strategies in word recognition of unknown words. Nevertheless, the control group too showed some improvement in their posttest scores. The paired samples t-tests revealed that there is a significant difference within the was experimental group's score in their posttest, after the training period. However, it found that there was no significant difference between the groups' scores in the pretest as well as the posttest using the statistical independent samples t-test. The findings from the to use context clues to questionnaire revealed that the lower secondary poor readers prefer identify unknown words during reading comprehension.</p> 2005 thesis https://ir.upsi.edu.my/detailsg.php?det=11494 https://ir.upsi.edu.my/detailsg.php?det=11494 text eng openAccess Masters Perpustakaan Tuanku Bainun Fakulti Bahasa dan Komunikasi N/A
institution	Universiti Pendidikan Sultan Idris
collection	UPSI Digital Repository
language	eng
topic
spellingShingle	Jayanthi Karupan The effectiveness of metacognitive strategies in word recognition to improve reading comprehension of lower secondary ESL poor readers
description	<p>Throughout Malaysia, concern is growing among educators about the increasing number of poor readers of English in the secondary school and at tertiary level. It has been found that a large number of students do not know how to recognize an unfamiliar word during the reading process. Thus, this inability hinders the comprehension of the readers, and eventually, these poor readers lose interest to read materials in the second language (L2). This study examined the effective methods to improve the word recognition skill among the poor readers. This study actually replicates the research done by Spedding and Chan (1991, 1993, 1994) experimenting on the Ll learners in Australia. The samples in this study are learners of English Second Language(ESL). In this study the experimental group was taught to use metacognitive strategies of word identification. These subjects were trained to use the orthographic clues and context clues to recognize unfamiliar words which they encountered in their reading comprehension texts. The subjects in the control group were taught using the traditional methods of word recognition. Pretestand posttest were given to the subjects using three comprehension texts. The results showed that the experimental group benefited from the training with significant improvement in their use of metacognitive strategies in word recognition of unknown words. Nevertheless, the control group too showed some improvement in their posttest scores. The paired samples t-tests revealed that there is a significant difference within the was experimental group's score in their posttest, after the training period. However, it found that there was no significant difference between the groups' scores in the pretest as well as the posttest using the statistical independent samples t-test. The findings from the to use context clues to questionnaire revealed that the lower secondary poor readers prefer identify unknown words during reading comprehension.</p>
format	thesis
qualification_name
qualification_level	Master's degree
author	Jayanthi Karupan
author_facet	Jayanthi Karupan
author_sort	Jayanthi Karupan
title	The effectiveness of metacognitive strategies in word recognition to improve reading comprehension of lower secondary ESL poor readers
title_short	The effectiveness of metacognitive strategies in word recognition to improve reading comprehension of lower secondary ESL poor readers
title_full	The effectiveness of metacognitive strategies in word recognition to improve reading comprehension of lower secondary ESL poor readers
title_fullStr	The effectiveness of metacognitive strategies in word recognition to improve reading comprehension of lower secondary ESL poor readers
title_full_unstemmed	The effectiveness of metacognitive strategies in word recognition to improve reading comprehension of lower secondary ESL poor readers
title_sort	effectiveness of metacognitive strategies in word recognition to improve reading comprehension of lower secondary esl poor readers
granting_institution	Perpustakaan Tuanku Bainun
granting_department	Fakulti Bahasa dan Komunikasi
publishDate	2005
url	https://ir.upsi.edu.my/detailsg.php?det=11494
_version_	1818649085800873984

The effectiveness of metacognitive strategies in word recognition to improve reading comprehension of lower secondary ESL poor readers

Similar Items