The Effects of strategy instruction focus activities on students` reading strategy use

Abstract

ÖZET675$7(-ø(öø7ø0ø2'$./,$.7,9,7(/(5ø1gö5(1&ø/(5ø12.80$675$7(-ø/(5ø.8//$1,0,1,1h=(5ø1'(.ø(7.ø/(5ø6HPUD6DGÃN<ÂNVHN/LVDQV<DEDQFÃ'LO2ODUDNøQJLOL]FHg÷UHWLPL%OÂPÂTez Yöneticisi: Prof. Dr. Theodore S. RodgersOrtak Tez yöneticisi: Dr. Susan JohnstonTemmuz 2005%XoDOÃúPDÂQLYHUVLWH÷UHQFLOHULWDUDIÃQGDQNXOODQÃODQRNXPDVWUDWHMLOHULNXOODQÃOPÃ/RURODUDNLIDGHHGLOHQDQFDNJUÂQÂúWH÷UHQFLOHULQDNDGHPLNLKWL/DoODUÃQÃNDUúÃOD/DQVWUDWHMLOHURNXPDVWUDWHMLOHULH÷LWLPLQLQ÷UHQFLOHULQRNXPDVWUDWHMLOHULNXOODQÃPODUÃÂ]HULQGHNLHWNLOHULQLLQFHOHPLúWLUdXNXURYDhQLYHUVLWHVL<DEDQFÃ'LOOHU0HUNH]L¶QGH/DEDQFÃGLORODUDNøQJLOL]FH÷UHQHQRUWDQFHVLVHYL/HVLQGHNLLNLVÃQÃIGHQH/JUXEXYHNRQWUROJUXEXRODUDNEXLNLVÃQÃIWDQVRUXQOXELURNXWPDQEXoDOÃúPD/DNDWÃOPÃúWÃU.RQWUROJUXEXPHYFXWRNXPDEHFHULVLL]OHQFHVLQLWDNLSHGHUNHQGHQH/JUXEXGUWKDIWDER/XQFDVWUDWHML÷UHWLPLRGDNOÃDNWLYLWHOHUL6,)$¶VoDOÃúPÃúODUGÃUg÷UHQFLOHULQYDURODQRNXPDVWUDWHMLOHULQLEHOLUOHPHNLoLQKHULNLJUXEDGDYHULOHQ2NXPD6WUDWHMLOHUL$QNHWLGHQH/QFHVLKHULNLJUXSWDQDOÃQDQUQHNOHPHOHUOHX/JXODQDQ+DUHNHWH*HoLUPHOL+DWÃUODWPD3URVHGÂUÂDUDúWÃUPDFÃNDWÃOÃPFÃRNXWPDQJUÂúPHOHULNXOODQÃOPÃúYHGHQH/EDúODPDGDQQFHHOGHHGLOHQVRQXoODUÂoJHQOHPH/QWHPL/OHDQDOL]HGLOPLúWLU'UWKDIWDOÃNGHQH/VÂUHVLQFHGHQH/JUXEXQGDNL÷UHQFLOHULQ6,)$KDWÃUODWPDOÃJHULEHVOHPHND÷ÃWODUÃDQDOL]HGLOPLúWLU'HQH/VRQXFXQGDKHULNLJUXEDGDX/JXODQDQD/QÃVWUDWHMLDQNHWLYHGHQH/VRQUDVÃKHULNLJUXSWDQDOÃQDQUQHNOHPHOHUOH/DSÃODQJUÂúPHOHUGHQHOGHHGLOHQYHULOHU÷UHQFLOHULQVWUDWHMLNXOODQÃPÃQÃNDUúÃODúWÃUPDNÂ]HUHNXOODQÃOPÃúWÃUdDOÃúPDGD/HUDODQGHQHNOHUGHQGXUXPDQDOL]LD/UÃFDoDOÃúPDQÃQQLWHOYHULOHULQL]HQJLQOHúWLUPHNÂ]HUHLQFHOHQPLúWLU*UXSODUDUDVÃYHJUXSLoLDQDOL]OHUGHQH/GHQQFHYHVRQD÷UHQFLOHULQEHQ]HURNXPDVWUDWHMLOHULSURILOOHULQLQROGX÷XQXYHGHKLoELUJUXSWDDQODPOÃIDUNOÃOÃNODUROPDGÃ÷ÃQÃJVWHUPLúWLU6,)$KDWÃUODWPDOÃJHULEHVOHPHND÷ÃWODUÃGHQH/VRQUDVÃ/DSÃODQNDUúÃOÃNOÃJUÂúPHOHUYHÂoGXUXPDQDOL]LVWUDWHMLH÷LWLPLQLQ÷UHQFLOHULQRNXPDVWUDWHMLOHULNXOODQÃPÃQGDROXPOXHWNLOHULRODELOHFH÷LQLJVWHUPLúWLU$QDKWDUNHOLPHOHU2NXPDVWUDWHMLVL/DSÃODQGÃUPDOÃ÷UHWLPúHPDWHRULVLVWUDWHMLOHUVWUDWHML÷UHWLPL6WUDWHMLg÷UHWLPL2GDNOÃ$NWLYLWHOHU6,)$KDUHNHWHJHoLUPHOLKDWÃUODWPDSURVHGÂUÂ

ABSTRACTTHE EFFECTS OF STRATEGY INSTRUCTION FOCUS ACTIVITIES ONSTUDENTS? READING STRATEGY USE6HPUD6DGÃNM.A., Department of Teaching as a Foreign LanguageSupervisor: Prof. Dr. Theodore S. RodgersCo-supervisor: Dr. Susan JohnstonJuly 2005This study investigated (1) the existing reading strategies used by universitystudents, (2) those strategies not reported used but which apparently matchedstudents? academic needs, and (3) the effects of reading strategy instruction onstudents? strategy use. Two pre-intermediate level classes (one as the control groupand one as the experimental group) studying at Çukurova University, and oneteacher, who taught in both classes, participated in this study. The experimentalgroup studied the Strategy Instruction Focus Activities (SIFA?s) during four weeksof treatment while the control group followed their current reading syllabus.To detect students? existing reading strategy use, the Reading StrategyQuestionnaire, given to both groups, stimulated recall procedures with samples fromboth groups (4+4= 8), the participant teacher/researcher conferencing were used andthe results were triangulated before the treatment had started. During the four weeksof instruction, the experimental group students? SIFA cued feedback sheets wereanalyzed. After the treatment, the data gathered through the same questionnaire andpost treatment interviews conducted with samples from both groups was used tocompare students? strategy use. Three cases in the study were also analyzed to enrichthe qualitative data of the study.The between and within the group analyses revealed that bothgroups had similar reading profiles before and after treatment, and neither groupshowed significant changes in the strategy use. The analysis of the SIFA FeedbackSheets, post treatment interviews, and three cases imply that strategy instruction canhave a positive impact on students? strategy use.Key words: Reading strategy, scaffolding instruction, schema theory, strategies,strategy instruction, the Strategy Instruction Focus Activities (SIFAs), stimulatedrecall procedure.