The Effects of Reading Method on the Comprehension Performance of Saudi EFL Students

Autor/in	Alshumaimeri, Yousif
Titel	The Effects of Reading Method on the Comprehension Performance of Saudi EFL Students
Quelle	In: International Electronic Journal of Elementary Education, 4 (2011) 1, S.185-195 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Secondary School Students; Grade 10; Males; Reading Comprehension; Oral Reading; Silent Reading; Inner Speech (Subvocal); Feedback (Response); Social Influences; Cultural Influences; Statistical Analysis; Student Attitudes; Quasiexperimental Design; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Sekundarschüler; Male; Männliches Geschlecht; Leseverstehen; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Stilles Lesen; Inneres Sprechen; Sozialer Einfluss; Cultural influence; Kultureinfluss; Statistische Analyse; Schülerverhalten; Saudi-Arabien
Abstract	In this study I investigated the relative effects of different reading methods on the comprehension performance of Saudi EFL 10th grade male students. The scores of participants who read three comparable passages in three ways (oral, silent and subvocalizing) were compared. Results revealed a significant difference between oral reading and subvocalization, and between oral reading and silent reading. Oral reading had the greatest effect on comprehension performance among the three reading methods examined. All groups reported that oral reading was the most preferred reading method with the majority of respondents feeling the style best supported comprehension. Feedback suggested that oral reading was preferred specifically because it helps in memorizing words and texts, concentration, and practicing and pronouncing words for real world encounters. It is recommended that second language teachers and students use all available reading methods in order to identify which method best serves their study objectives. (ERIC).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01